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My FIRST ever tweet! Twitter challenge for online face to face session  on 17 March 2020

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My FIRST ever tweet! Twitter challenge for online face to face session  on 17 March 2020

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Task: Reflect on the 'Zone of Proximal Development', 'Kolb's 'Learning Cycle' and 'Bloom's Taxonomy' diagrams  in relation to your practical teaching practice.

I drew Bloom's Taxonomy and related the different levels of of cognitive domains with the 'distance' to me as a Tutor, in terms of physical support and ability of completing task.

I would not usually use Twitter in my own teaching (I have under 18 students and safeguarding is an issue) but I see the merit of the activity and enjoyed the experience.

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Online seminar recorded for teaching observation on 23rd April 2020 with Pre-Masters English for Academic Purposes Module.

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Reflection on choosing the flipped learning activity for observation
and reflection on students responses after the recorded observation. This form was shared with me earlier in the programme which is different the lesson observation form in that it includes a rationale and reflection section which I have found useful.

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Salmah Yaakob Obervation 23 April 2020 Rationale and Reflection

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Teaching Observation student pre seminar reading task 

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Teaching Observation student pre seminar reading task 

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MQP EAP Week 4 Flipped learning reading task

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Recording on Microsoft Stream
https://web.microsoftstream.com/video/e2eeee33-6ea5-4d04-a85d-d4eacb3f9d2a

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The image below illustrates the typical student learning journey of a Foundation student. It refers to students' previous learning experience (e.g. High School, Degree)  and language level before (From IELTS 4.0) and after their Foundation studies ( From IELTS 6.0).
I teach English for Academic Purposes (EAP) on the International Year One and Master's Qualifying Programme where students would have completed a degree (Pe Masters) or completed a pre-university programme but need to further boost their scores in English or subject disciplines (International Year One).
Image taken from: https://www.oncampus.global/uk/campuses/coventry-university/welcome.htm

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23 March 2020
I understand the functions available in Microsoft Teams for communicating and teaching.

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Transform Learning Microsoft Teams training

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A Teaching Observation of an Experienced Colleague by the Participant

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A Teaching Observation of an Experienced Colleague by the Participant

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I observed my line manager teaching an online seminar and focused on the questions he used to interact with students. He used a variety of questions to engage learners and check comprehension but could include more higher order questions to challenge students to be more critical and reflect on their learning.

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Teaching_Observation of an experienced colleague_7 May 2020

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Foundation studies seen as a 'bridge' for progression to Coventry University

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Foundation studies seen as a 'bridge' for progression to Coventry University

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Teaching English for Academic Purposes on a Foundation programme can be seen as this (foot) 'bridge'– to help students cross over and make a successful transition to their academic degree at Coventry University.
Image taken from: https://www.britainexpress.com/attractions.htm?attraction=1724

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UKPSF Descriptor D1 (Associate Fellow) Dimensions Mapping document

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UKPSF Descriptor D1 (Associate Fellow) Dimensions Mapping document

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Teaching Online - Alternative platforms, lesson structure and task types

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Teaching Online - Alternative platforms, lesson structure and task types

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27 March 2020

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SY Certificate_Teaching_Online_Teaching Online - alternative platforms, lesson structure and task-type2 27 March 2020

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Teaching Online- Using coursebook and breakout rooms

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Teaching Online- Using coursebook and breakout rooms

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20 March 2020

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SY Certificate_Teaching_Online_Teaching Online - using the coursebook and using breakout rooms1_ 20 March 2020

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Teaching Online- Tech tools and teacher presence

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Teaching Online- Tech tools and teacher presence

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3 April 2020

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SY Certificate_Teaching_Online Teaching Online - tech tools and tutor presence_3 3 April 2020

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25 May 2020

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SY Certificate_Cecilia_Nobre 25 May 2020

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Written feedback shared with student for formative assessment

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Written feedback shared with student for formative assessment

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Student feedback includes how the essay fares against the Writing assessment criteria, reminder of CEFR level student needs to obtain to pass and also recommendations on how to improve writing.

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Example of written feedback for mid-term assessment

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One to one Academic Tutorials built into weekly online delivery to support weak learners

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One to one Academic Tutorials built into weekly online delivery to support weak learners

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My International Year One speak more confidently when in one to one sessions, rather than in an online group seminar. I set students independent learning tasks while they take turns to attend their academic tutorial sessions.

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This is the first time I have shared screen on Zoom and my 3rd time on Zoom platform as I have only taught on Microsoft Teams.
I introduced my group to the Malaysian way of greeting using the step by step written instructions, showed a picture via shared screen and modeled it myself. We discussed the political reasons why it was introduced - for inclusivity for the different races and religions and also its very appropriate application in COVID times. My group was able to do the greeting well and we ended up discussing cultural differences that we have observed between students from the Far East in Higher Education.

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Research on Foundation Chinese students 

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Research on Foundation Chinese students 

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This presentation provided extra insight into my learners previous learning experience.

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CEFR level of English language for progression to Higher Education 

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CEFR level of English language for progression to Higher Education 

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EAP and English Testing Subject Guide 2019-20

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The presenter is a Chinese doctoral student studying at Oxford University and contrasts her experience studying in both cultures.

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The presenter has carried out research on our Foundation students for two years and summarises the characteristics of our Chinese students, echoing my own concerns.

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The plenary recaps the major differences between British and Chinese learning styles which are opposite with each other.

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Although I have a son on the Autism Spectrum, I found this session incredibly helpful in outlining different learning disabilities and support offered in Higher Education.

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Examples of reasonable adjustments for students with learning difficulties.

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Assistive software available that can help students with learning difficulties.

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Evidence of Student Feedback on a Teaching Experience Facilitated by the Participant (1)

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Evidence of Student Feedback on a Teaching Experience Facilitated by the Participant (1)

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After my lesson incorporating active learning method where students were required to do pre-reading and researching the topic of Digital Natives before lesson to discuss the topic and analyse a text, my students completed a feedback form on Microsoft Form about their experience.

Summary of student feedback on Microsoft Forms on active learning lesson on Thursday 23 April 2020:
- 70% agreed with this statement ‘I found the lesson today more engaging than a normal seminar without the pre seminar task’.
- The other positive remarks include “we are interested to participate the session today because we are able to discuss about something and listen to other classmates opinions”, “I would not be adverse to doing pre-seminar tasks if they are short and interesting like this one” and “This survey is good to realise students skills and improving thank u”.
- However, 50% of respondents agreed to the statement –‘I would not recommend tasks to do prior to a seminar’, but they understood that active learning is the expectation moving forward in their Masters program at Coventry University.

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Evidence of Student Feedback on a Teaching Experience Facilitated by the Participant (2)

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Evidence of Student Feedback on a Teaching Experience Facilitated by the Participant (2)

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I incorporated a 'Reading Week'  for the Pre Masters English for Academic Purposes Module, extending on students active learning experience. Students were given a list of online resources to read and watch independently and write a short reflection on Padlet (link below).  Team-teaching with another tutor, we gave feedback to the two groups on the module.

The padlet responses provide insight to level of engagement in the activity and how useful students found the task for their future postgraduate studies.

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Future Learn Course (1): Understanding Student Learning 4th of March 2020

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Future Learn Course (1): Understanding Student Learning 4th of March 2020

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Reflections on supporting international students who are not familiar with the social constructivist view of learning and the idea of 'cultural bias'. Although we view the social constructivist view as helping students develop their critical thinking and independent learning skills, international students will need a lot of support - scaffolding the process of becoming independent learners.

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Future Learn Course (2): Designing for Learning 18th of April

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Future Learn Course (2): Designing for Learning 18th of April

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Reflections on Active Learning -using Lego to teach English for Academic Purposes. I have never taught using Lego before but have taught using Cuisenaire Rods  where the rods represent a part of speech (verbs, nouns, prepositions) in a grammatical point introduced. Using lego is more "current" and familiar to students which promotes greater engagement.

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Future Learn Course (3): Learning Design Practice course 8th May 2020

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Future Learn Course (3): Learning Design Practice course 8th May 2020

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Reflections on strategies to encourage student engagement without moving furniture. I suggested to colleagues to divide students into groups using a  random name generator - a wheel of fortune - like website that my students really enjoy.

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Future Learn Course (4) Evaluating Practice course 4th June 2020

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Future Learn Course (4) Evaluating Practice course 4th June 2020

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Reflections on how I self reflect. I now realise that my reflections all happen during my daily commute to Coventry by train, and that it is done on my mobile phone. I am a visual learner/person so that mainly involves taking photos that I can recall on a timeline in Google Photos, but also notes to myself on Google Docs.

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Future Learn  Course (4) Evaluating Practice 6th June 2020

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Future Learn  Course (4) Evaluating Practice 6th June 2020

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Reflections on acting on self reflection. Whilst reflection happens almost on a daily basis, these reflections are not recorded in a systematic way and possibly where action is needed, it is missed. Moving forward, I am using my Calendar app better with self imposed deadlines to take action on student or teaching issues.

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Answergarden activity on Student Diversity

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Answergarden activity on Student Diversity

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https://answergarden.ch/1133075
This is the first time I participated in an answergarden activity and was suprised with other elements of student diversity that I have not considered in teaching my international students as a typical language classroom differentiates students according to language ability.