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    Contact Email: jonacuso@gmail.com

From Theory to Practice: Nouns in English

From theory to practice, Grammar, Nouns in English, Syntax 0 comments


From Theory to Practice (1)

Grammar is one of those issues that needs to be stressed with students to help them use it as a communicative resource to sound not only syntactically correct but also idiomatically right. Now that I am currently working with students who need to develop and consolidate their English-speaking skills to perform better in their future working fields, I will be posting regularly sample exercises in various areas of the English grammar.


The first sample activity that I created is the following one on nouns in English. Feel free to download it and use it to strengthen your learners’ communicative resource, -grammar.


From Theory to Practice
Nouns in English

Mass Noun: Nouns that can be pluralized and are always singular such as gases, fluids, natural phenomena, materials, academic fields, ideas, emotions, and behaviors.

Mass-to-Count Nouns: Certain mass nouns that shift to count ones when denoting a type, kind, unit, or serving.

Count Nouns: Nouns that can be either singular or plural, except in certain cases such as scissors that is always a plural count noun.

Collective Nouns: This is a subdivision of count nouns that when being used as subjects, they can take singular or plural verbs with a difference in meaning or intention on the side of the speaker.


1.   Classify the following nouns according to the categories below.

binder – difficulty – ethics – beer – ozone – book – beauty – milk – mouse – experience – oil – fish – CD – carbon dioxide – pen – wine – grass – cheese – scissors – rain – marker – helium – tea

Mass Nouns
Mass-to-Count Nouns
Count Nouns












2.   Which of the following have no singular forms? Supply the singular form in case it is possible.


socks

beddings

pants

slacks

clothes

scissors

shoes

jeans

belongings

belt

desks

briefs


3.   Complete the following phrases with “a unit or a serving of” or with a “collective noun.”

a)    a __________ of coffee
b)   a __________ of deer
c)    a __________ of chocolate
d)   a __________ of lions
e)    a __________ of pastry
f)     a __________ of geese
g)   a __________ of bread
h)   a __________ of witches
i)     a __________ of pizza
j)     a __________ of wolves
loaf

band
pack

cup
coven

slice
piece

pride
bar
flock


From Theory to Practice: Nouns in English from jonacuso



Friday, January 17, 2014



Feedback in Online Learning Scenarios

Feedback, Online Instruction, online learning, Online Teaching Practices, Reflective Teaching, VLE 0 comments

Feedback in Online Learning Scenarios

Feedback is no doubt an essential component of the teaching and learning experience of any student. Whether we are in a face-to-face (F2F) classroom or an online course, feedback provides learners and instructors with information on whether pupils understand the material, how well learners are getting along, as well as whether teacher’s instructions are easy to understand.

In the following discussion, we will analyze a specific teaching scenario related to feedback in an online learning/teaching environment. We will examine one of the scenarios provided below, but you can also feel free to analyze the rest of the teaching situations on your own.

§  Online Scenario 1 — Student Frustration 

You notice a few students are meeting frequently in the discussion forum. So you decide to see how their conversations were going. You pull up the transcripts of their conversations and notice that they are complaining about the lack of feedback and poor feedback they are getting from another instructor. The students express how frustrated it makes them and that they feel completely lost in that course.


What should be done when students experience frustration in another instructor’s class? Let it be borne in mind that students expect three types of presence from their instructors: social, teaching, and cognitive presence. By means of all three types of interaction with students, learners expect teachers to make them feel at ease, with a low affective filter, and guided to achieve learning goals in the course. But if these presences are not fulfilled, students will experience frustration and a sense of being lost or guideless.

If confronted with this situation, it is advisable to ask student to discuss the issue with their instructor. Learners’ first reaction is to discuss among themselves what is going on in the course as a way to release their “anger” and “vexation” towards what they are experiencing, but rarely do they go directly to the root of the problem. For this reason, it is important that they can ventilate the issue with the instructor and try to conciliate their positions and find a satisfactory way out. If nothing can be negotiated among the instructor and the students, they must address the issue to the school’s director to have both parties find a consensus that satisfies them and that can allow them to work harmoniously.

Comprehending one’s role as a “counselor” for students is key in trying to help them find a solution for their learning obstacles. Interfering in another colleague’s course is not ethical, but what ethics must tell you to do is to advise students to do the right thing. And if one happens to know the other instructor, how advisable is to tell him/her of what is being discussed among his/her students? It can be some sort of irony of situation, but in a very professional way, it is better to inform the head of the department, who can deal with this issue from a hierarchical dimension that could be better understood by the instructor –who in the students’ mind or perspective is giving them no guidance and is triggering lots of frustration-.

Now, based on the discussion provided above, work on analyzing the following virtual learning environment (VLE) scenarios to come up with you own solutions and ways to palliate the emerging problem and the way to eradicate the problem from your teaching situation.



§  Online Scenario 2 — Lack of Participation 

You decide to assign students into groups for their next assignment. You see this as an opportunity for students to learn from each other and to practice their collaboration skills. By mid-week as you check your e-mails, you notice two e-mails from two different students. You open each e-mail to read that both students are complaining about the lack of help they are receiving from their group members.

§  Online Scenario 3 — Teacher Feedback 

At the end of your online course, your students are required to complete a teacher evaluation. It consists of likert-scale questions and open-response questions. This is a new initiative started by your institution. You are expected to use the feedback to help inform what you are doing in your course. After the semester is over, you receive your feedback. As you start reading through, you notice that about half of the students really enjoyed the course and found it interesting; however, the other half really struggled with understanding the assignments and thought that the discussions were a waste of time.



? To fully comprehend the scope of this teaching issue, it is highly advisable that the following topics must be expanded further:
·        Teaching Presence in VLE
·        Social Presence in VLE
·        Cognitive Presence in VLE
·        Feedback in VLE
·        How to deal with learning issues in VLEs



Professor Jonathan Acuña-Solano
ELT Trainer, Instructor & Curriculum Developer based in Costa Rica
NCTE – Costa Rica Member
Resource Teacher and Curricular Developer at CCCN
Senior ELT Professor at Universidad Latina, Costa Rica, since 1998
Contact Information:
Twitter @jonacuso
Email jonacuso@gmail.com



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Article published on Friday, January 3, 2014


Feedback in online learning scenarios from jonacuso


Friday, January 03, 2014



Quenching My Thirst to Understand the Moodle LMS Platform

LMS, Moodle, Online Instruction, online learning, Online Teaching Practices, VLEs 1comments

Quenching My Thirst to Understand the Moodle LMS Platform

Reflecting upon my intense training on Moodle LMSs in the last few months of 2013, I have been examining ways to implement tools in my current and future courses at the university where I work. The whole experience has been extremely enriching since –through the pass of weeks- I have come to better understand the use of several tools that were not fully comprehended by me with the succinct information provided by out IT Department. However, I still have not quenched my curiosity on how to get started with Moodle on my own and how to better understand the whole potential a platform like this provides instructors and learners.

The reason why this thirst or curiosity of mine has not yet been quenched is due to the limitations imposed by Moodle administrators at my workplace. These restrictions have been set because of a good reason, no doubt, by university authorities following policies of use. However, you get to experience some sort of frustration when dealing with them –up to certain extend-. To give you an example of what I am talking about, I must start by a tool explained on our online training: Rubrics. These were disabled within our LMS platform. Why? It is one of those unknown things that you question but no solid, resounding answer is provided. I am not into questioning policies, but it is kind of contradictory why tools are shown to Moodle users, and then the chances of using them are beyond one’s reach due to these policies.

I also feel that my Moodle command is still defective in terms of a teacher using the system, and I am in the way to try to quench my thirst for really knowing how to use it at its best of its capabilities within my user’s profile from a non-IT standpoint. For this reason I started surfing the Web to try to find a site [blog, wiki, etc.] that could give me a hand in trying to self-teach myself in those areas that I feel I must work harder to master the use of all Moodle tools but from a non-IT position.

Matbury.Com
Although I am not an IT engineer, from my curriculum development standpoint I always try to see from the academic point of view and visualize its potential learning extension for students and instructors. At this site, you can learn how to start your own course by downloading a localhost server to launch Moodle on your PC or laptop. With this instructors can see the engineering behind the program and how it can be used by the academia in terms of the student learning process.
Do you want to get started with Moodle? Retrieved from http://blog.matbury.com/2012/01/02/do-you-want-to-get-started-with-moodle/#Useful_links


Moodle Courses

Moodle.Org also gives a free training course called “Using Moodle” to gain expertise in the use of all tools within this LMS platform. The amount of information provided by this page ranges from installation help all the way down to activities, resources to other components and Moodle development.
Using Moodle. Retrieved from https://moodle.org/course/view.php?id=5
Requires users to sign for an account.

That I have not learned lots of new tricks and uses of tools in my Moodle training is something I cannot state; that would be too untruthful on my part. Laureate International Universities –by giving me that chance to take an online certificate in Online Hybrid and Blended Learning Education- has opened a lot of new doors for me to explore and exploit with the guidance of my instructor, Mr. Herbert Soriano from UNITEC, Honduras. Let’s hope I can fully become a topnotch instructor who can better assist learners in their search and building of knowledge.


? To fully comprehend the scope of this teaching issue, it is highly advisable that the following topics must be expanded further:
·        IT LMS platform uses and policies
·        Limitations in Moodle use by IT authorities
·        How to use rubrics in Moodle
·        Moodle teacher training
·        How to start a Moodle localhost server


Professor Jonathan Acuña-Solano
ELT Trainer, Instructor & Curriculum Developer based in Costa Rica
NCTE – Costa Rica Member
Resource Teacher and Curricular Developer at CCCN
Senior ELT Professor at Universidad Latina, Costa Rica, since 1998
Contact Information:
Twitter @jonacuso
Email jonacuso@gmail.com


Pronunciation
Development
BIN-02 Pronunciation 1
BIN-06 Pronunciation 2
BIN-04 Reading Skills 1
Reading Skills
Development
BIN-08 Reading Skills 2


Curated Topics
Online
TEFL Daily
ELT Daily
English Language Teaching Journal
Phonemics Daily
The Linguists: Linguistics News
Jonathan’s Learning Attic


Article published on Wednesday, January 1, 2014

Quenching My Thirst to Understand the Moodle LMS Platform by Jonathan Acuña



How to quote this entry: Acuña, J. (January 1, 2014) Quenching My Thirst to Understand the Moodle LMS Platform, from Reflective Online Teaching, Website: http://reflective-online-teaching.blogspot.com/2014/01/quenching-my-thirst-to-understand.html


Thursday, January 02, 2014



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