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https://b.socrative.com/teacher/#import-quiz/36725751

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Final Reflection- My thoughts on the programme

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Final Reflection- My thoughts on the programme

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This programme has been very helpful for a number of reasons. While I am fortunate to work in a technology rich environment, I was not fully aware of the various applications and sites available. While I have learnt a lot, and been privy to a great deal, I realize that I need to practice and 'learn' more about these applications, as there are many nuances and features that need to be practiced and understood. Admittedly, I was overwhelmed in the first two sessions, as I was unable to interact with/understand some of the tools before having to move on. This made me reflect on my own practice as there may be instances where students feel the same in my classes
I have learnt about so many different ways of reaching students of differing abilities and intelligences. For example, using games for assessment and teaching, visually stimulating applications like Sway, and online resources like Teacher Planet. Students in today's classroom are very technologically aware and often are bored by the standard "sage on the stage" approach to teaching. Especially given that often they do not wish to study language and literature, the latter proves to be even more difficult as students are looking for shortcuts and ways to avoid reading.
After eighteen years of teaching, sometimes I become bored with the material that I must teach, now that I am aware of the plethora of tools available, I am enthusiastic to embrace the technology to find creative ways to deliver the syllabus to my students. I am truly grateful for the opportunity to have been involved in this programme.

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Lesson catering to Visual and Auditory Intelligences

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15/11/18

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Reflection 6- Challenges posed by Web 2.0

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Reflection 6- Challenges posed by Web 2.0

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Web 2.0 tools present great potential for student and teachers to go beyond the realm of the tradition classroom. It must be noted that as with everything there are disadvantages.
From a students' perspective there are some basic issues. Firstly, not all students have access to the internet and devices (computer or smartphones). And secondly, students can become overwhelmed by the volume of information they are exposed to, which then can be counterproductive.
From a teacher's point of view, there is also the issue of accessibility, depending on the resources available. In addition, before adopting the use of these tools, the teacher must be fully aware of the students' access AND abilities. And finally, the teacher needs to be aware of the constant changes taking place with tools, in order to maximize the potential benefits.

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Reflection 5- Teaching Students with Special Needs

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Reflection 5- Teaching Students with Special Needs

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Teaching students with special needs, in my opinion, requires specialized training. Often the average secondary school teacher is not trained to deal with students beyond the scope of "normal/average". To this end, parents are obliged to have their child assessed to determine their particular issue. I believe that as a teacher I do attempt to reach as many of my students as possible, but there are instances where I am limited .My school can assist these students by ensuring that there are teachers trained to develop strategies to effectively deliver the syllabus to these students.
The greatest challenge that I perceive to the use of ICT tools for differentiated learning is based on the issue of testing/ examination. Regardless of strategies used to aid students in the classroom, testing in Trinidad and Tobago remains paper based, leaving some students at a disadvantage.

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Lesson plan incorporating substitution and augmentation

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Lesson plan incorporating substitution and augmentation

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Reflection 4- Use of ICT in my subject area

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Reflection 4- Use of ICT in my subject area

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In today's classroom, both teachers and students face different challenges. From a teaching perspective, ICT can be used to facilitate a variety of strategies to improve the delivery of the syllabus.
In my subject area, English Language and Literature, there are a number of strategies which can be used. For example, given that some students are unable to focus on reading some material, audio books and videos provide these students with stimulation, while allowing me as the teacher the opportunity to engage a wider range of students in a shorter time frame. Other aspects, such as using Word processing, the creation of visual presentations using Power Point, and even the use of search engines to situate the setting of a novel; all can provide enhanced learning for students as there is engagement of more senses and learning styles.
While at present I do incorporate ICT in my classes, I have seen now that there are greater opportunities and tools available which can add value to the teaching experience. I definitely see myself infusing more ICT into my classes, as a means of helping my students achieve even greater benefits from the objectives of the curriculum.

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Electronic testing could prove to be an extremely useful aid in the classroom, as teachers and students would be able to receive feedback immediately. While it will require a fair amount of planning and preparation, in terms of the format and technology; the opportunity to not only administer but analyze the results and monitor students' progress could be a valuable asset.
In my own school, while there are a few teachers who already use this to chart the progress of their classes, there has been some resistance. The main argument being concerns about the integrity of such testing, particularly for the end of term examinations. While I have admittedly not looked into this, I do see the potential and the concerns. I hope to be able to devote some time to investigating how I can incorporate this into my classes.
From a student perspective this could also prove to be an interesting asset, as differing formats would appeal to differing personalities and learning styles.
For now however, the down side to this is that all major assessment in Trinidad and Tobago remain paper-based. So that while teachers attempt to infuse technology into the classroom there remains a limitation, as they eventually have to return to paper, since despite the enthusiasm to deliver the syllabus, stakeholders remain focused on examination results.

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Reflection 2- Conplex Productivity Tools

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Reflection 2- Conplex Productivity Tools

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Complex productivity tools have potential to make enhance the delivery of the syllabus, as they can assist in reaching students of different intelligences. Additionally, there is the opportunity for captivating students' interest by stepping away from the often mundane 'chalk and talk' approach in the classroom.
From an educator's perspective, there is the additional assistance of being able to monitor student performance and efficiently organize teaching material. Since it is easy to get distracted and feel overwhelmed by the multitude of demands made of teachers, both in and out of the classroom; these tools, once properly used can make the execution of tasks easier and so enhance productivity. Teachers then can attempt different strategies to develop best practices for their particular experience.
In my own experience, I have used technology to improve some areas of my practice, but I realize now that I could do a lot more. For example, while I have used popular fora like Whats App and email with my students, there are others that have greater benefits to both my students and myself. I have been using Google Classroom to monitor my students' progress on their SBA, but even there, I see room for improvement in terms of what I can do. In this vein, I have some 'home work' to do.

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End of term average

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https://www.edmodo.com/file/view-office-online?fid=870276013