10 minutes writing
It's time to think about TESOL. I've warmed up my lunch, and I should be able to eat & think/write at the same time.
So I want to do a session on Extensive Reading. And spring session 1, Will & I both taught Level 5. We used Blackboard as a way to record & manage the students' posting. My class did not keep it up...at least the Saudi's in my class didn't. For the first 4 weeks, I reminded them about the assignment. It was also in the syllabus, and they had a handout with the info too. Yet, at week 8, even Naif (the grade checker) complained that the reason he didn't keep up with it was because I didn't tell him to do it each week.
As one might expect, more introverted students (comparatively) did well on the assignment. Posting early & often.
We could present the assignment, why we designed it that way, how we incorporated Bb into it, then the results. Who did it all, a qualitative eval of their postings, and description of our scoring.
What we don't have is any quantitative result of whether or not it was effective for the students. Did it improve their reading speed? Their vocab? Other?
How could we do that? In the summer & fall semester, we could re-assign Extensive Reading. And we could do a pre- and post- assessment. We could use this semester as a description for how the project started.
In session 2, Will & Kyle began to use Bb for the novel workshop...not really extensive reading. But I will begin to use that with my Reading 5 class.
So I want to do a session on Extensive Reading. And spring session 1, Will & I both taught Level 5. We used Blackboard as a way to record & manage the students' posting. My class did not keep it up...at least the Saudi's in my class didn't. For the first 4 weeks, I reminded them about the assignment. It was also in the syllabus, and they had a handout with the info too. Yet, at week 8, even Naif (the grade checker) complained that the reason he didn't keep up with it was because I didn't tell him to do it each week.
As one might expect, more introverted students (comparatively) did well on the assignment. Posting early & often.
We could present the assignment, why we designed it that way, how we incorporated Bb into it, then the results. Who did it all, a qualitative eval of their postings, and description of our scoring.
What we don't have is any quantitative result of whether or not it was effective for the students. Did it improve their reading speed? Their vocab? Other?
How could we do that? In the summer & fall semester, we could re-assign Extensive Reading. And we could do a pre- and post- assessment. We could use this semester as a description for how the project started.
In session 2, Will & Kyle began to use Bb for the novel workshop...not really extensive reading. But I will begin to use that with my Reading 5 class.