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After watching the video:

What Are 21st Century Skills?, I've realized my students can enhance these skills throughout each lesson. In fact, I include a teamwork activity during the English classes to help them adapt to future workplaces; as a result, they boost their learning and life skills. Besides, they work on research assignments, so it's mandatory to understand what they read and select reliable information using technology, thereby fostering Literacy skills.

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Focusing on Tucker's article, she's right about the community of inquiry theoretical framework where social, teaching and cognitive presence are essential to engage students in active learning during online classes effectively. In a pandemic context, the school where I work moved to the virtual world with ups and downs. Typically, I set up activities to enhance the social presence so essential during this pandemic context.

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I've learned about Blended, Hybrid, and Online Learning in this lesson, so I wondered which model I'll apply this new academic year at COAR. After analyzing them, I consider Hybrid Learning is the right choice because some students will stay at home, and just a focused group will attend F2F classes.
Besides that, Zhang's article helped me know the importance of Online Collaborative Learning and how my students construct knowledge through this model. It starts in Concepts, where they engage a group and express ideas; after that, students interact and finally synthesize them.
Likewise, the teamwork based on learning objectives and digital tools brought to my mind when I selected the convenient ones for my students. My group presented the Jamboard for enhancing communication because students share opinions and receive feedback from teachers. I've enjoyed it when my peers share their teaching experiences.
Finally, my group chose one edtech tool to share and we explained how to use Jamboard.

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Session 4: Online Collaboration and Communities of Practice

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Session 4: Online Collaboration and Communities of Practice

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After reading the article "Community of Practice", I could conclude in my country is something we need to develop better because most of the time I realized some colleagues do not like to collaborate. I understand it due to the fact that they were not taught how to do it. I compare this situation to other contexts like in Europe or North America where is easy to see Communities of Teachers who share their experiences and strategies freely. Then, my group 3 analyzed Tech Tools for student collaboration : See Saw & Class Dojo

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In this session, I learnt how to evaluate a current LMS for usefulness in my context. There were some new ones for me because I have never heard about them like Schoology and Neo LMS. I noticed they have new features that the one I use at COAR, Google Classroom. The only difficulty is the price given that Classroom is free just with an email account you have access to. So we have the tools for generating content and collaboration like Jamboard or Google slides, tools for communication like Google Meet, tools for collecting and evaluating activities like Google Forms.
My group 5 evaluated Neo LMS.

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Session 6: Build your own alternative LMS

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Session 6: Build your own alternative LMS

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In this session, I have the opportunity to look for more add-ons for Google Classroom so I can enhance some limitations. My proposal: At the beginning of my lessons I like to start with some online games to know how much my students remember from the previous session so I  do it using Kahoot! or Quizizz. After that, I share with them curated data so they choose among videos or texts to learn about the topic of the day, in this case, I use Wakelet. Then, I explain some information based on what they read before analyzing grammar and vocabulary using Genially. Finally, the students practice, do the learning evidence and reflect on what they learned on Classroom using Google Apps.

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Session 7: Listening Strategies and activities

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Session 7: Listening Strategies and activities

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This session made me reflect about the importance of Listening and remind me I learned English by the Audiolingual method following my teacher's instructions and I realized this method is not appropriate now in our new context where students are the center of the learning process.
After reading Ahmed's article, I will put into practice the 5 strategies in my classes: Predicting, Listening for gist, Detecting Signposts, Listening for details and Inferring meaning. On the other hand, Nash's article gave me 2 techniques to promote active listening: non verbal cues and paraphrasing.

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Session 8: Listening Activities & Resources Lesson

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Session 8: Listening Activities & Resources Lesson

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This session was so meaningful for me because I could see how well my peers use technology and the techniques shared by Debbie in order to plan a Listening lesson. At my COAR, we designed a lesson on Google Slides about International Food for 3rd graders, so in the before listening activities, we include a question for activating schema or getting background knowledge. After that, we preview vocabulary food according to the audio students will listen to later and present chunks using Mote Add-on. In the first listening, students get the main idea and finally they produce a written task describing their favourite food according to the given sample in the audio.

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Session 9: Video Resources and activities

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Session 9: Video Resources and activities

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In this session, I tried out some new tools for editing videos. I use to make them in Edpuzzle because I can take any video from Youtube or other platform and add my voice and some questions.
In my group, we chose Canva and designed a Welcome Back video for our students.

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Session 10: Audio Resources and activities

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Session 10: Audio Resources and activities

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In this session, we shared some audio tools because in our teaching we use them. I always download videos (MP4) and then I need to convert them to audio (MP3) for my listening lessons. I use Cloud Convert given that it is easy to follow the steps from the website.

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This week, I had to do some activities on EdTed, it was a new experience because I didn't know how we can design interactive exercises after watching a video. In this case, the video was about Alternative Assessment, a meaningful way to evaluate our student's progress. During my lessons, I include some of them like peer feedback and performance assessment. I would like to include all of them but because of the lack of time, it is difficult. On the other hand, the IB diploma is challenging for our students and the evaluation consists not only of Performance assessment (Individual Oral - Written Exam) but also of student's knowledge Assessment (Reading and Listening) so time is not enough. Finally, I chose the Self-record Keepin g to develop an activity based on 3rd-grade A1 level.

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Week 7: Formative and Effective Feedback

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Week 7: Formative and Effective Feedback

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After watching the video The secret to giving great feedback , I could notice I need to enhance the way I give feedback to my students because I need to ensure they understand my message. For that reason, I'll apply the technique shared by  LeeAnn Renniger. This my example:

1. The micro- yes: I have some ideas for how we can improve things. Can I share them with you?

2. Data Point: You’ve included the standard assessment,  the objective of the task and proposed one Alternative Assessment, “peer feedback”. Also, I could see how well you designed the activity with samples and details.

3. Show Impact: I really liked how you introduced your alternative assessment because you included the set of instructions given on the task. On the other hand, I would’ve liked to see one option for differentiation.

4. End on a question: How do you see it?

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I've learned how to evaluate tech tools teachers have integrated during English lessons using the template given by Debbie. I noticed each tool need to have a clear purpose: Support the lesson or assessment objectives.
On the other hand, I listed some aspects I will consider each time I need a tech tool.

"The lesson outlines clearly how to protect students’ digital privacy and safety (where applicable).

A backup plan is identified in case the tech fails."

Then, I perused a website about PBL and a video about Rubrics.
Finally, I designed my own rubric using Rubistar

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A reflection of my TIP project and process

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A reflection of my TIP project and process

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Designing my TIP project was an amazing lifelong experience during the workshop. However, my group and I met frequently on Google Meet after classes to talk about how we delivered it, we decided by using Hyperdocs (Google Slides), each one was in charge of one part. Then we met again to include The 6 principles shared by Kisha and we design the activities and record using the tools shared by Debbie. The 4 members of my team were in charge of writing, researching, designing, adding technology and editing the project. Finally, we had another meeting to verify everything was done correctly.
Now, I feel knowledgeable about how to design a TIP combining methodology and technology in my teaching practice. I will put into practice in my team when we had difficulties in reaching our student’s learning objectives. Thank you!