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Ruslana shamanska ukraine project report

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  • 1. American English Institute, University of Oregon Name: Ruslana Shamanska Country: Ukraine June, 2010
  • 2. Building Teaching Skills Project Report 2Ruslana Shamanska: Wiki as a tool for the final exam preparation. Project report. – American English University. University of Oregon., 2010, 16 pages. This technology-enhanced project report was created as a part of 10- week online training course for English Language Teachers (ELTs) “Building Teaching Skills through the Interactive Web”, which was offered through the American English Institute at the University of Oregon. This publication can be used by English and Technology teachers, by students of the pedagogical universities and by upper-intermediate or advance learners of English.Introduction Today, most of the schools around the world have a computer lab or more,©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 3. Building Teaching Skills Project Report 3access to the Internet and some have other equipments such as data projectorsand smart boards. Modern kids cannot imagine their life without technology, they use iteverywhere. That’s why modern teachers have to use as much technologies attheir lessons as possible to make the school learning more effective andproductive. Internet provides not only different teaching materials for printing andusing in the class, like worksheets, crosswords or tests, it also gives theopportunity to use on-line exercises, listening activities etc.One of the benefits of using Web-technologies for learning and teachingEnglish is a great opportunity to raise the level of motivation of the students,during studying.Blogs and wiki-pages are widely use by educators of the entire world forimproving reading and writing skills of the students. I tried to use wiki-page forthe final exam preparation of my 9th grade students.ABCD -objectives of my project:During the preparation to the English school exam (C) students of the9th grade (A) will create wiki-page examskills.wikispaces.com and willwork with the exam cards (reading, grammar, writing and speaking)with 100% accuracy.I. BackgroundGeneral background of the learners: Ukrainian schools are not separated. Primary, secondary and high school -©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 4. Building Teaching Skills Project Report 4it is one school in Ukraine. All kids from 6 to 17-18 study at the samebuilding during 11 years. And they began to learn English in their second grade(7 years). It means that teachers of English start to work with them since earlychildhood. For our project Ive chosen my eldest students – 9th graders of theHadiach School #4. I have been taught their class for 8 years, since their secondgrade. Now they are 14-15 years old. There are 32 students in their class, sothey are divided into two sub-groups for learning English, Math, ComputerStudies and Ukrainian language. I teach only one group of 16 students – 8 girlsand 8 boys. Such as this 9th grade is specialized in Math, all students have a high levelof knowledge. I cant say that they read a lot, but they do their home tasks intime (but sometimes they can be really lazy). From the other hand all kids arereally good in computer skills- typing, creating Power Point presentation, usingInternet for chatting, social networks or speaking over the Skype – is not aproblem for them. 14 my students have computers at home, but only three of them have theInternet access at home, but almost everybody goes to the cyber café or Internet–centre at the district public library. Besides we have three computer classeswith Internet in our school and one interactive-board with head-over projector atthe biology class. Unfortunately, there is no Internet access. My students easily cooperate in pairs and groups. I cant say exactly whattype of learners are they, but I try to create tasks for all learners and visual(flash-card, Spot the Difference using pictures, big posters), and auditory(Listening to songs, Information gap listening activities, storytelling) andkinesthetic (role-play, drama techniques, making something).Settings©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 5. Building Teaching Skills Project Report 5We meet twice a week at my classroom and have 45- minutes lessons onMonday and Wednesday. There are 12 desks and 24 chairs in my class. We useusual blackboard and write with a chalk. I have one computer without Internetaccess in my class and the type-recorder. Besides I have a great collection ofCDs and cassets for listening and watching. We use the textbook by our Ukrainian author Oksana Karpiuk and itsreally terrible, that s why I use a lot of worksheets and print some pages fromthe British textbooks.Our textbook contains huge texts without pre- and after-reading activities, so Ihave to create additional materials and tests. For developing of the listeningabilities, I use mainly videos from www.youtube.com or use the audio from theBritish textbooks. Some grammar rules are in our class textbook, and besides Iprint some activities from Internet.Almost in every unit my students do some project works – for example- createPower point Presentations, poster or publish the article to the school newspaper,or perform the plays.Course goals:My school is secondary school, so we study general English. Our Englishlessons take a functional and communicative approach to language learning.Basically, I want to help my students to develop their ability to understand anduse English in a wide range of practical situations. We integrate speaking,listening, reading and writing. So, the course goal is improving Englishlanguage skills of the students for general use.Student needs:Such as we have general English - so student needs are quite simple. They need©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 6. Building Teaching Skills Project Report 6to develop their writing, reading, speaking and listening skills. Besides, afterfinishing of the 9th grade - students have to pass an exam and I I would like tohelp my students in preparation for it.Describe anything else that is significant or relevant about the course thatrelated to your projectA few word about motivation – I try to keep my students motivated withcomputer technologies, project works and interactive methods of teachingThe motivation of my students for learning English is different. Of course, acouple of students are really low-motivated, such as, they are going to leaveschool after the 9th grade and enter to the vocational school and became a cookor a driver. Some other students complain about their difficult situation atschool, tell how busy they are and seldom do their home task. But generally, allstudents understand the importance of studying foreign language; three of themare going to become the teacher of English or interpreter. So, teaching in classwith different level of knowledge and motivation for learning is quitechallengeable, but using technology is a great hand of help for me.II. Issue or problem that started your project Speaking about issue in my class, I would like to begin from description ofthe final exam, which all Ukrainian students have to pass after their 9th grade.We have a book with 100 cards, 20 cards of them will be presented at the exam,©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 7. Building Teaching Skills Project Report 7so every lesson we try to read, write and speak according to the exam card.There are 4 tasks in the exam card. 1- Reading with after-reading task (true/false or choosing the headings,or matching, or multiply choice)2- Grammar task (filling gaps, choosing the correct form of the verb orpronoun)3- Writing task (write 35-45 word on different topics as an e-mail or messageor post –card – task contains the information which should me in included)4- Speaking on various topic (task contains the information which should beincluded) Exam defines not only the level of knowledge of the students after 8 yearsof learning English, but it also shows the level of teaching of the educators.Teachers try to do their best, but sometimes students don’t care. They don’t dotheir exam preparation at home; they think that school lessons will be enoughfor passing exam quite successfully. Besides, another great problem in Ukrainian schools is cheating. There arebooks with the correct answers for all exams, even English, so everybody hopeto bring this small book to the examination room and try to copy the correctanswers!!! But even if they do it, they could copy only answers for reading tasks andgrammar activities, but what about creative writing and speaking? Students’writing skills are not perfect, they know how to spell words, but sometimeshave mistakes in structure of the sentence and with sequence of tenses. So, theyhave to practice as much as possible. The next issue is speaking. Students will have only three minutes to thinkabout their speaking task, so they should already have a plan of their answer inthe head. That’s why I am sure they have at least to know tasks in all examcards, moreover they have the opportunity to do it beforehand.©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 8. Building Teaching Skills Project Report 8So, let’s summarize: 1) My students will show the level of their knowledge and my teaching effectiveness at the final exam in two weeks 2) Students don’t prepare to exam at home 3) Students hope to cheat at the exam 4) Students have poor writing skillsIII. Initial solution and expected response The most popular method for developing writing skills of thestudents using technology - is blogging. At the beginning I thought about it.Last year during my special course of English I have already use blogs in myclass, and we have to try something new for us, that weve never done before.During fifth week I exchanged some messages with our coursemate Nadinafrom Romania and she told me about her experience of using wiki, besidesPrem from Nepal also told about his experience, so I decided to try. I decidedto create WIKI-PAGE for my students “Exam skills”- http://examskills.wikispaces.com/ My plan is very simple, I want to create a wiki-space where students canprepare to their exam. Of course, they can buy book with answers, but there areonly short answers for test. For example- the first task of exam is reading,students have to read a text and do some activities - true/false or filling gaps ormultiple choice. Answer book provide students only with answers like this: 1.b) 2. c) or 1. F, 2. T. Very often these answers are not correct, thats why wedecide to create our own on-line Answer BOOK. As I wrote before, we have a book with 100 variants of the examinationscard. Teachers of our school have chosen 20 cards for exam, so now we areworking with these 20 cards. Thats why I created 20 pages in our wiki - one©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 9. Building Teaching Skills Project Report 9page for each exam card.My general idea is: 1) copy all tasks from the exam book 2) write the translation of the texts for reading and do the after-reading activities 3) Insert video from www.youtube.com, which explains some grammar questions 4) Do all grammar activities 5) Copy the tasks for free writing and translate them (as usally it a card or short message or e-mail to friend, it should consist of 35-45 words) 6) Provide students with the ready answers 7) Copy tasks for speaking and translate them 8) Write the plan or full answer for the speaking task, including a list of new vocabulary.I created wiki-page on the 13th of May. In fact I didn’t remember this date, butwiki has the option to see the recent changes and who did them. And really, Isaw that the first changes were made by me on the 13th of May. Such as Ichosen the PUBLIC wiki permission – it gives the opportunity to everyone,including anonymous visitors, view and edit pages, but I cannot understand whoof my students made any changes, it only says: “Changes were made by guest”.On Monday , 17th of May, we had the lesson in the computer class, and Ipresented to my students the wiki-page http://examskills.wikispaces.com. Atthe beginning we were speaking about future exam, about preparation to it.Unfortunately, only three of my students told that they have read some texts anddo the grammar tasks. Again and again I repeated my students about importanceof self-preparation.©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 10. Building Teaching Skills Project Report 10 Then I told students about my new creation, new wiki-page as a part of mycourse project work. As I told before, using wiki is absolutely new for me andmy students. Feeling of one community, understanding of that fact, that we havethe common site, where everybody is able to add something own, brings us agreat pleasure. I explained my students in two words the difference betweenblog and wiki and then we divided into pairs, such as there are only 10computers in the lab and I have 16 students in my group. Some students wereworking in pairs and some were alone.©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 11. Building Teaching Skills Project Report 11IV. Response and reflection My students were very enthusiastic about working with wiki. One boyfrom my class agreed to scan all tasks from the exam book. Now my studentswork with translations of the texts and tasks. I have 16 students in my sub-group, so we divided our 20 cards among the students and everybody waswriting answer for his card. We were working at the computer lab only twolessons, such as we had two last weeks at school. My students were happy towork with computers and I felt myself pleased about it. I walked around theclassroom from one computer to another and helped my students to managewith a program, answered their questions. My role was not a teacher - tutor, Iwas an advisor, the facilitator. But, I was a little disappointed - the speed oftyping of my students is not very high and we only do the fifth part of the taskduring one lesson. The worst thing is that we finish school on the 27th of Mayand we dont go to school on Monday 24th of May, such it is a religious holidayof Trinity – nobody works. And it’s mean that we don’t have English lesson any©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 12. Building Teaching Skills Project Report 12more this year. So I hope only for that fact that our project is important for themnot for me only and will keep on their work at home. Anyway, on the 10th ofJune, before the exam we will have the consultation and I hope we spend somehours more at the computer lab. TIMELINE OF THE PROJECT:13th of May – 19th of May – End of May – beginningcreation of the second lesson at of June- students’ workwiki-page the computer lab with wiki at home 11th of JUNE- English exam 17th of May – first 24of May – sending 10th of June- introducing of the invitation to join to wiki Consultation wiki-page to all Ukrainian alumni of before exam US programs.V. Changes made After two lessons at the computer lab my students were very interested infurther developing of our wiki-page. I say - OUR - because common work withwiki made my students and me one strong team, which share all victories andloses together. Of course, I cannot say what result will have my project of acreation wiki-page for the final exam preparation, because result will show theexam, which marks will get my students at the final exam of English. But I hope, wiki-page, which was created by all of the students, will helpthem to develop their learner’s autonomy, open them new opportunities of usingInternet. Exam in such format as I describe above Ukrainian 9th-grade students willhave at the first time. So teachers and students of the 9th grade are reallyworried about examination. As our Ministry of education says we will have the©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 13. Building Teaching Skills Project Report 13same exam book for the next year also. Thats why I am going to continue thedeveloping of "Examskills" wiki-space with my 8th grade students. We alsowill have two lessons a week. I think we begin to implement our project intoreal life since September 2010 and spend one lesson at the computer lab everytwo weeks. So at the end of the year, before their final exam in English we’ll doother 20 cards.VI. Conclusion Using wiki and using technologies in general is a great way to encouragestudents, to raise their motivation for learning. Enthusiastic and motivatedstudents at the lesson make the profession of teacher more simple andenjoyable. As an experiment, Ive shared the web address of my wikispace among myfriends, my colleagues, other students of the 9th grade. I also asked for helpIryna Myroshnychenko our Ukrainian Program Officer of InternationalResearch and Exchanges Board (IREX), she is a coordinator of the alumninetwork of IREX and US Embassy in Ukraine. She has sent my link to allteachers of English, which took part in different programs sponsored by USgovernment. Some of them has already sent me thanks-letters and wished tojoin to our project. I hope my project will help my students to pass their exam successful anddevelop their general skills in English and using WEB technologies.©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 14. Building Teaching Skills Project Report 14VII. Resources • http://examskills.wikispaces.com/ • http://www.wikispaces.com/ • www.youtube.com • Using Wikis (Vocabulary and More) by Diana Booth - http://pjgalien.wordpress.com/ 2009/02/27/using-wikis-vocabulary-and-more-by-diana-booth/ • Forum "Using wikis in the ESL/EFL classroom" - http://www.classroom20.com/forum/topics/using-wikis-in-the-eslefl • Wiki as a teaching tool- ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf • Wikis in teaching and learning - video lecture - http://www.youtube.com/watch? v=m1-8OOrBi0o • Blogs vs. Wikis - http://www.youtube.com/watch?v=AsFU3sAlPx4&feature=related • Teaching with WIKI - http://www.youtube.com/watch?v=mdOKUeT0O- o&feature=related • Wikispaces Tutorial- http://www.youtube.com/watch? v=df2rC2QfvFc&feature=related • Tips for Using Wikis for Teaching and Learning - http://teachingtechnology.suite101.com/article.cfm/tips_for_using_wikis_for_teachin g_and_learning©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 15. Building Teaching Skills Project Report 15 ContentINTRODUCTION …………………………………………………………………….. 3I. Background• Who are the learners? ……………………………………………………………….. 4• What is the setting? ………………………………………………………………….. 5• What are the course goals? ………………………………………………………….. 5• What are the student needs? …………………………………………………………. 6II. Issue or problem that started your project ………………………………………… 7III. Initial solution and expected response …………………………………………….. 8IV. Response and reflection ……………………………………………………………. 11V. Changes made ………………………………………………………………………. 12VI. Conclusion …………………………………………………………………………... 13VII. Resources …………………………………………………………………………… 14©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon
  • 16. Building Teaching Skills Project Report 16 Ruslana Shamanska – English language teacher from Ukraine. She has been working at the secondary school since 2001. Teacher of the year- 2009 in the category “English language teacher”, the head of the district union of English language teacher, the head of the district scientific union of Small Academy of Sciences of Ukraine. In fall 2008 Ruslana Shamanska became the finalist of TEA-program, sponsored by US government and spent 6-weeks in the Alabama University in Huntsville. During 10 days in April 2009 she hosted the American teacher of English language Kate English from Colchester middle school, Connecticut. Teacher took part in different seminars and training, conduct some of them by herself. Ruslana Shamanska is an author of some articles related on methodology of teaching English through the communicative approach. Works on the problem: “The peculiarities of the motivation of the secondary student to the learning English” http://shruslana.blogspot.com©2010 E-Teacher Building Teaching Skills Through the Interactive Web Project ReportAmerican English Institute, University of Oregon