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Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Presented by:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Educator(s) Nesreen Bahgat Mohamed ElNesr
English Language Supervisor , East Educational Zone
Ministry of Education , Alexandria ,Egypt.
The educator is an EFL supervisor ,course designer and teacher trainer. She holds a B.A in
Education, the CELTA and TESOL certificates. She is Cambridge certified instructor and speaking examiner. She
is a certified educator through Microsoft . She participated in many methodology courses in Egypt, USA, UK and
KSA. She has presented in conferences like IATEFL, EGYPTESOL, AUC Skills Conferences, NileTESOL and
RELO.
For more details:
School
Brief description of
school context
The Schools where the project is to be conducted are five of the schools which I am supervising.
1-Semouha Governmental Language School for Girls
2-Khalid Abu Ismail School for Boys and Girls
3-Sidi Gaber Private Language School for Girls
4-Girard school for Girls
5-Notre Dame de Sion school for Girls
For more details:
School Website The websites and Facebook pages of the schools mentioned above are in the link below:
Content /Subject
AreasEnglish , Science , Technology , Art, Geography , Geology .
Age/Grade level The project targets students from grade four to grade eleven .The students ages’
vary between nine to fifteen. For more details:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Project
Objectives
Students at the targeted schools will be able to:
• Enhance their critical thinking skills through crafting different presentations.
• Develop their communicative skills by sharing in the conference different committees.
• Integrate the 21st century skills with the language major skills.
• Apply Content Integrated Language Learning ( CLIL) principles through integrating different subjects with
English.
• Utilize the latest trends of Microsoft programs and applications.
• Evaluate self and others work
• Create different masterpieces of writing
• Develop interpersonal, cooperative and presentation skills.
• Exchange innovative ideas through varied types of presentations.
• Promote the four language skills for varied levels of students.
• Facilitate connections, between and across peers, allowing students to share their self-acquired information.
Project
DescriptionBrief description of the
project and the
background.
What are the stated
objectives and learning
outcomes? Is the
learning activity long-
term
• The project is briefly about conducting a students’ conference following the model of International teachers’
conferences like TESOL or IATEFL. The students’ conference’s main theme is an Environment Plea to
Think Green . The students will respond to the Environment plea by thinking of ways to save their
environment through originating ideas of their different proposed presentations. On the other hand ,they
will also create their 6 x 6 poems following the model of the This is to be implemented by
integrating technology in the learning activity.
Project Logo
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Design of the Learning
Environment
Examples of planning
(e.g. pedagogic approach,
links to resources used).
Please highlight
creativity and innovative
teaching practices.
Emphasize towhat extent
the planning for learning
facilitates the
development of different
dimensions of 21st
century skills e.g.
knowledge building, use
of ICT for learning,
problem-solving and
innovation, self-
regulation, collaboration
and skilled
communication
The design of the learning activity facilitated the development of different dimensions of 21st century skills
and other personal traits in the students’ personalities. The students really surprised me with their extraordinary
potentials. They are all very aware of the usage of technology in addition to the 21st century skills which could
be developed if nurtured with special motivating events like that students’ conference.
For more details :
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Evidence of Learning
Examples of products and
outcomes created by the
learners throughout the
project – including use of
ICT. What sort of ICT is
used and how has it been
used in the project.
To what extent do students
use ICT in ways that
support knowledge
building, collaboration, or
learning beyond the
classroom?
Does ICT use enable new
knowledge-
building/collaboration/lea
rning beyond the
classroom opportunities
that would not have been
possible without it?
Have digital tools been
used in imaginative and
ground-breaking ways to
support learning
processes?
Please add files, videos
etc. which documents
clearly the learning
process and evidence of
students’ learning
The evidence of the students’ learning could be viewed through different channels. Being a hands on event the
representation of the actual wok could be done through viewing videos and photos or through viewing the real
work done through the following chart:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Evidence of Learning
Examples of products and
outcomes created by the
learners throughout the
project – including use of
ICT. What sort of ICT is
used and how has it been
used in the project.
To what extent do students
use ICT in ways that
support knowledge
building, collaboration, or
learning beyond the
classroom?
Does ICT use enable new
knowledge-
building/collaboration/lea
rning beyond the
classroom opportunities
that would not have been
possible without it?
Have digital tools been
used in imaginative and
ground-breaking ways to
support learning
processes?
Please add files, videos
etc. which documents
clearly the learning
process and evidence of
students’ learning
The evidence of the students’ learning could be viewed through different channels. Being a hands on event the
representation of the actual wok could be done through viewing videos and photos or through viewing the real
work done through the following chart:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Evidence of Learning
Examples of products and
outcomes created by the
learners throughout the
project – including use of
ICT. What sort of ICT is
used and how has it been
used in the project.
To what extent do students
use ICT in ways that
support knowledge
building, collaboration, or
learning beyond the
classroom?
Does ICT use enable new
knowledge-
building/collaboration/lea
rning beyond the
classroom opportunities
that would not have been
possible without it?
Have digital tools been
used in imaginative and
ground-breaking ways to
support learning
processes?
Please add files, videos
etc. which documents
clearly the learning
process and evidence of
students’ learning
The evidence of the students’ learning could be viewed through different channels. Being a hands on event the
representation of the actual wok could be done through viewing videos and photos or through viewing the real
work done through the following chart:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Evidence of Learning
Examples of products and
outcomes created by the
learners throughout the
project – including use of
ICT. What sort of ICT is
used and how has it been
used in the project.
To what extent do students
use ICT in ways that
support knowledge
building, collaboration, or
learning beyond the
classroom?
Does ICT use enable new
knowledge-
building/collaboration/lea
rning beyond the
classroom opportunities
that would not have been
possible without it?
Have digital tools been
used in imaginative and
ground-breaking ways to
support learning
processes?
Please add files, videos
etc. which documents
clearly the learning
process and evidence of
students’ learning
The evidence of the students’ learning could be viewed through different channels. Being a hands on event the
representation of the actual wok could be done through viewing videos and photos or through viewing the real
work done through the following chart:
• KAI : Khaled Abo Ismail School for Boys and Girls
• SESG :Semouha English School for Girls
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Evidence of Learning
Examples of products and
outcomes created by the
learners throughout the
project – including use of
ICT. What sort of ICT is
used and how has it been
used in the project.
To what extent do students
use ICT in ways that
support knowledge
building, collaboration, or
learning beyond the
classroom?
Does ICT use enable new
knowledge-
building/collaboration/lea
rning beyond the
classroom opportunities
that would not have been
possible without it?
Have digital tools been
used in imaginative and
ground-breaking ways to
support learning
processes?
Please add files, videos
etc. which documents
clearly the learning
process and evidence of
students’ learning
The evidence of the students’ learning could be viewed through different channels. Being a hands on event the
representation of the actual wok could be done through viewing videos and photos or through viewing the real
work done through the following chart:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Knowledge Building
& Critical Thinking
Examples of how the
learning activities
require students to
move beyond
reproducing what
they have learned to
building knowledge
through interpretation,
analysis, synthesis, or
evaluation.
Throughout the stages of the conference students thought outside the box reaching the highest level of
Bloom’s Taxonomy creation this could be shown through two categories:
Category one: Conference organizational procedures
Students wrote their own proposals showing their interpretation skills to have their proposals accepted.
Students proof read their peers’ proposals to edit and evaluate their work before submission.
Students of the editors committee edited the submitted proposals content and language wise then contact
their colleagues for resubmission.
Students of the evaluators committee evaluated their colleagues presentations.
Students of the ask me team committee offered the assistance needed for their colleagues during the
conference representing different skills of interpretation and scaffolding.
All the students of the school evaluate the conference’s procedures.
Students show their categorization and organization skills in the way they display the pictures talk and the
Auto collage poster showing different and related topics.
Category two : Students’ presentations
Students think analytically of how to write a comment suitable for their pictures talk.
Students think synthetically when trying to add objects in the AutoCollage poster.
Students create their own shape of presentation through the variety offered, thinking of how to engage
colleagues in the workshop.
Students show their capabilities of convincing their colleagues in the panel presentation.
Students wrote their own poems of all the six categories required.
Students wrote their own reflective journals.
Virtual Classroom Tour - VCT I Can ... I Will Lead the World Extended
Learning
Beyond the
ClassroomIf the learning
experience is not
bound by classroom
walls, time-frame of
conventional lessons,
subject parameters –
please show
examples of this.
If the project
addresses real
world issues (i.e.
authentic situation
and data from
outside the
classroom) or has
meaningful impact
on communities
locally and / or
globally please
show examples
of this.
“There is only now. And look! How rich we are in it.” Vanna Bonta,
“The bad news is time flies. The good news is you're the pilot.” Michael Altshuler
Based on the previous two quotes since the students were guided towards addressing a global issue
of saving the environment and finding ways out of thinking green. Though the time was limited yet, They worked
hard and provided a model of locating problems and finding solutions through their proposed presentations.
Though the presentation vary in level and language but the students effort is appreciated due to their age and
language proficiency. I tried to develop the skill as well as the information fluency.
The learning activity is not bound at all by classroom walls, time-frame of conventional lessons, subject
parameters since this is a conference to be conducted addressing an issue that is not related to their subject. Clear
evidence of this is the titles of their presentations which were not totally related to their syllabuses.
• This could be verified through the content of:
the written their connections through the
The project addresses real world issues and has meaningful impact on communities locally and / or globally. The
students surprised me with the topics they chose to present about. They dealt with issues related locally to their
countries like Education in Egypt; Teenagers; How to achieve your goal ; Self confidence; Life style; Fashion and
accessories. Their way of presentation was great suiting their age and level. The content showed very well
organized thoughts. They also addressed global issues like Recycling ; Pollution; Rocket science, Challenge the
impossible; Deaf and dumbness and Smoking. What is noticed about their presentations is that they really believe
what they say thus, the flow of ideas and the ability to convince others facilitated conveying the message smoothly.
Their usage of technology though limited compared to other innovative projects but to people who are aware of the
Egyptian educational environment what happened in this conference is considered a breakthrough and an new
opened gate towards excellence in using ICT in learning provided that the students are guided with a
professionally developed educator who can unhide the treasures in the students souls.
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
CollaborationExamples of how the
students work with other
people, sharing
responsibility while
making substantive
decisions for developing
a joint product, a design,
or an answer to a
complex question.
Students may be
collaborating with their
peers in the classroom, or
with students or adults
outside the classroom
Sir Ken Robinson said : part of education is learning. And what drives learning is
curiosity and collaboration.
Based on this quote and reflecting on this exciting learning experience to learners….
Collaboration was a driving force towards
achieving success between all parties especially the students.
For more details:
Cutting Edge
Use of Technology
for LearningThe learning activity
involves students’ use
of ICT – whether or
not the use of ICT
helps students build
knowledge/collaborate or
learn beyond the
classroom, and whether
or not students could
build the same
knowledge/ collaborate
or learn beyond the
classroom in similar
ways without using ICT
Using ICT enhanced the learning process and accelerated students motivation. It opened wide gate to more
learning as well as self discovery .
For more details:
Virtual Classroom Tour - VCT I Can ... I Will Lead the World
Educator as
Innovator and
Change AgentIn environments where
innovative teaching is
challenging, have
innovative teaching
practices and ICT been
used in instrumental
ways to change how
students learn.
Does the educator
demonstrate
evidence of continuous
improvement in their
professional
practice, model
lifelong learning
and exhibit leadership
in their school and
professional
community by
supporting other
educator’s
development and
understanding of
the impact on learning
of the effective use of
digital
technologies?
New innovative teaching practices and ICT are used in instrumental ways to guide towards new tactics for
a different way of performances. With the help of the World Wide Web, Mobile applications and most
importantly Microsoft programs, evident changes happened to my teachers and students. ICT changed the lacking
of facilities learning environment to a an innovative learning platform. The use of social media and mobile phone
connections facilitated that change. The greatest change that really happened is changing students’ way of actual
verbal responses to a tangible hands on experience that is nurtured day by day by self-modifications and
adaptations. Having a final noticeable project work enhanced students’ self-esteem and proved the project title
I Can I Will Lead the World.
For more details