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Students created concept maps for the paragraphs of the text and summarized the key concepts/ideas in those paragraphs. Some students tried to restate the ideas in their own words, however not all of them were able to do this effectively. Some copied the vocabulary/phrases or added too many details so it took much longer for them to complete the task. They have understood the aim of this task which focuses on annotating or note-taking skills. After they completed the outline they were able to find the main ideas easily. I also realized that they are keen on studying/reading when they're given a hand-out to fill in even though they find the text or the hand-out boring. Some say that they find the activity boring but they also find it challenging and they seem to be having fun when they work together. They will also use these outlines to identify the stance of the author and the evidence supporting the stance in the second session. I'm glad that I designed this material as I can simultaneously observe student engagement and progress. In the past, my reading lessons were monotonous and lacked enthusiasm or engagement. Now, I see them discussing the ideas in pairs and groups by underlining and annotating the text. I can also focus on them individually, get to know them better, and monitor their progress since they tell me that they cannot understand some parts, shorten the text or simplify it in their own words.

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Today, we studied Unit 4B with the students of 1101.18 and students seemed to be bored a lot. I had some tech issues while connecting to Menti.com. In my other classes, I used more technology while receiving their answers and I was able to collect more answers compared to traditional methods. Therefore, my take-away from today's lesson is that the speaking activities should be well-organised(using some different tech tools to collect answers after the conversation is over) and then, the students are going to be willing to participate more. Also, I lost time while collecting the answers so I must say that using technology is time-saving.

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Today I was able to research previewing skills(headings, subheadings, predictions, etc.) and do some research on using outlines to support student note-taking. I plan to apply some of the strategies starting week 7-8 for my 1101 classes. There isn't much attendance in my 1102 class so I have no idea how it is going to turn out to be. I'm working on the outlines and I plan to add some information to my slides for guidance. I think the hardest part is guiding students and teaching them how to highlight and annotate etc. I need to scaffold my lesson, especially the instructional content so that they can take better notes. I'm going to do more research on this method which is called "guided notes", "skeletal notes", or "skeleton".

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detail questions/examining vocabulary-can be useful later

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detail questions/examining vocabulary-can be useful later

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I've applied a lesson based on concept maps for the reading texts for the first time and I think it worked out well. Students enjoyed filling in the bubbles and working on concepts and ideas rather than directly answering questions in a textbook. Some students found it unnecessary to do such an activity as these students are at a higher level. First, I introduced what a concept map /outlining is and I explained the reasons behind why we were working on this. There will be longer and much more complex texts they will read and they will need to compartmentalize parts or sections of a text. These texts can be even from journal articles in 1102. Then, I assigned them to outline a short paragraph. Afterwards, we started working on the text by working on the unknown vocabulary and drawing concept maps for different sections of the text. And finally, they found the main ideas. The last part was super short as they located the main ideas on their concept maps easily.

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I almost completed studying unit 4C with all of my 1101 classes and I'd like to share some of the feedback I got from my students. They enjoyed preparing concept maps for each section of the text(I enjoyed it very much as I observed how they studied a reading text). They found it more enjoyable than completing tasks according to the textbook. They find the topics boring in general. They say that they don't read much. They usually prefer reading newspaper articles, which is good for our course;) Some students found it easy to fill in the outline and some students spent more time preparing it. I think some students have difficulty locating the main ideas in the text as their level is much lower. Some students found it unnecessary to create a concept map and did not explain why. I think they just got bored or the text is too easy for them. I enjoyed creating the material and implementing and observing the students' behavior. They sometimes copy from the text and add examples or unnecessary parts from the text to the outline. Some students tried to write the phrases in their own words. A student(Samet) from 1101.19 successfully summarized the concepts and transferred them into the outline. I also explained to them that they will need to locate the arguments and the evidence related to the arguments in the final exam. I emphasized that identifying parts of the text is an important skill and they will be able to use this in 1102 and department courses in the future. I also informed them that they should think critically and use the information in the text to write a short paragraph for the test.

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Things didn't go as planned with section 46. They haven't read the theme article and are not prepared to draw maps and find the main arguments at once. Some couldn't even visualize the arguments in the text. So, I'm just changing my plans here. They will read and draw a concept map for each paragraph assigned to them and then be given main ideas to match with the paragraphs(they will mainly focus on one section as there aren't many main arguments in the other sections). They will have a purpose to complete the assignment and it will be easier to identify the main arguments. Hopefully, things will get better with the other classes.

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After more controlled guidance such as assigning paragraphs for groups to identify the main, points, evidence, and conclusions, students were able to find them(60-70%). They all seem to need extra guidance to work on a journal article and search for argumentation. I also used chat GPT to paraphrase the main points, which I find practical when used appropriately. I shared the main points with the teams so that they could use those ideas in research for the group discussion. Creating concept maps is a good idea but I realized that the students cannot create a concept map on their own even in 1102. I had to fill in them with some information and they could add the missing parts. They all say that they need a hand-out for guidance, then they feel more comfortable and focused. I feel content that I was able to actualize my objectives as creating this for my 1102 classes was harder than my 1101 classes. Journals do not follow the same patterns and ideas and pieces of evidence are not in order. Most of the students didn't read the article at home so this makes it even much more complicated for me. I solved this problem by focusing on one section of the text for each session. We studied for a week and at least they were able to extract some of the ideas which are relevant to the discussion and final exam.