ASSURE Model of Instructional Development
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Characteristics of current
hybrid course
At Universidad Latina, I have had the
chance to teach EFL students in English Language Teaching (ELT) who are getting
an intermediate degree between the Bachelor’s Degree and Master’s Degree, which
is called in Latin America Licenciatura.
These learners are already graduate students who are either teaching in local
high schools or who are perfecting their knowledge in ELT to have a better
chance of getting a teaching position. The ELT course I am currently teaching
them at the university is LIN-03 Teaching
English as Foreign Language, in which graduate ELT students deepen their
comprehension of language teaching methodologies after the CLT (Communicative
Language Teaching).
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Learning objective explanation
By
the end of class forum discussions and Demo Activity creation, LIN-03 students
will be able to produce their own PBL tasks for their current or future EFL
students with a 100% of accuracy.
Forum
Discussion 3
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As we have been developing the
different, alternative approaches to language teaching, we are now confronted
with the use of PBL in ELT. We have also noted that Project-Based Learning
was not born to suit a language curriculum, but teachers have found different
ways to apply it to English language learning contexts.
Let’s follow the following steps to
reflect upon PBL:
·
Review the eArticles
and videos provided on the platform about PBL
·
Consider how this
approach to enhance student learning can be used in your teaching context
·
Explain at least two
different ways in which you could incorporate projects into your current or
future EFL classes [Elaborate your answer]
·
Examine the immediate
benefits for learners as well for instructors
As we highlighted before, keep in mind
that the idea here is to share our points of view to broaden ours and help on
consolidating our ELT Community of Practice.
Please post your reflections by Friday
and respond individually to two or more of your colleagues' postings.
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Additionally, to fully understand a
sample activity of what PBL is in terms of WebQuests, all students are
require to create one for their current or future students.
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·
Explanation of how the media
selected will be used by students to support the accomplishment of the learning
objective
As explained in the task students must
complete, media has been selected so that students –together with the class
discussion and explanation- can further understand what PBL is and how it is
used in learning contexts. Additionally, learners are required to create a
WebQuest, a sample task carried out in PBL teaching, to fully comprehend what
it means to work with PBL. However, the other possible exercises used in this
teaching approach are also discussed so students have an ample repertoire of
activities for their high school learners.
As part of their learning task, LIN-03
students are asked to review eArticles published by higher education
institutions that use PBL as part of their learning and teaching. Moreover,
learners can also review and sign in at www.Zunal.com
for them to create a highly interactive WebQuest for their current or future
students in high school.
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Challenge that can be
anticipated when using the media in your current or future online course
After working with this particular
forum discussion and WebQuest production, there were no real challenges in the
dealing with the media resources provided with the students. What came out
after students have participated in the forum and they explained their PBL
projects is what I hadn’t anticipated but didn’t take me off guard.
Since most of my students are currently
working in public high schools, there was a group that criticized the use of
WebQuests in their teaching scenarios due to the lack of connectivity and
access to technology in their schools. However, as I explained to them in our
F2F class, we can also have a paper-based WebQuest with high school students
who may lack access to the Internet since part of the process of this type of
PBL activity is to identify the media we want students to access to achieve the
learning goal.
Buck Institute for Education (BIE). (n.d.). What is
Project-Based Learning (PBL)? Retrived on May 18, 2014 from the BIE Website at http://bie.org/about/what_pbl
Buck Institute for Education (BIE). (2010, Sept. 12).
Project-Based Learning Explained [Video]. Retrieved on May 18, 2014 from
YouTube.Com at https://www.youtube.com/watch?v=LMCZvGesRz8
Global SchoolNet. (2000). Introduction to Project-Based
Learning. Retrieved on May 18, 2014 from the Global SchoolNet Website at http://www.gsn.org/web/pbl/
Kong, L. (2011, Nov. 21). WebQuest Tutorial [Video].
Retrieved on May 18, 2014 from YouTube.Com at https://www.youtube.com/watch?v=v6rK_pFmk-Y
Zunal. (2001-2014). Zunal WebQuest Maker [WebPage]. http://zunal.com/
? To
fully comprehend the scope of this teaching reflections, it is highly advisable
that the following topics must be expanded further:
·
WebQuests
·
WebQuests in ELT
·
Paper WebQuests in the Absence of Internet
Access
·
Project-Based Learning (PBL)
Professor Jonathan Acuña-Solano
ELT Trainer, Instructor &
Curriculum Developer based in Costa Rica
Contact Information:
Email: jonacuso@gmail.com
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Pronunciation
Development
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Reading Skills
Development
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Curated Topics
Online
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Article
published on Sunday, May 18, 2014
How to quote this
blog entry:
Acuña, J. (2014, May
18). ASSURE Model of Instructional Development.
Retrieved from
Reflective Online Teaching Website: http://reflective-online-teaching.blogspot.com/2014/05/assure-model-of-instructional.html
Sunday, May 18, 2014
