Course Modules

Objectives:

By the end of module 1, teachers will be able to:

1. explore technological tools (Word Processing) and AI tools (ChatGPT) for academic English writing and instruction 

2. discuss potential benefits and limitations of popular AI-powered language learning platforms

3. devise 3 strategies for using AI as a teaching tool

Learning Activities 

1. short written assignment with a technology and AI tool

2. interactivity focus: facilitated synchronous discussion with assigned readings 

3. survey on technology tools and AI tool

Learning Assessment

Collaborative project- teachers will work in groups to create an infographic or presentation on the best technology writing tools for beginner, intermediate and advanced MLEs , the pros and cons of each 

Learning Outcome 2

Explain the characteristics of technological tools and AI tools and their impact in L2 composition/writing

Objectives

By the end of module 2, teachers will be able to:

1. understand the concept of plagiarism in MLEs contexts

2. learn strategies to prevent plagiarism among MLEs students 

3. explore effective uses of technology in MLEs writing instruction

4. find ways to mitigate GPT detector bias against MLEs

5. develop a plan to integrate anti-plagiarism measures and technology tools in your classroom

Learning Activities 

problem-solving: simulation activities on plagiarism and paraphrasing (game based learning)

quiz on plagiarism

AI alongside human interaction

live group meeting on establishing guidelines on how to clearly state AI-generated content with proper citations

Learning Assessment

Teachers create an individual action plan for their classroom on proper technology and AI use

Learning Outcome 5

Develop an action plan on plagiarism and classroom management with technology

Objectives

By the end of module 3, teachers will be able to:

1. analyze types of genre-specific writing:  narrative writing, descriptive writing, expository writing, persuasive writing, creative writing

2. analysis of the genre and its features through tasks, competition of text production tasks based on specific components of the genre

3. use scaffolding techniques to assess which type of writing activities are most appropriate for different proficiency levels

Learning Activities

Flipped classroom- teachers will read about types of writing from presentations and assigned readings then analyze different writing samples in small groups

Learning Assessment

Teachers will  

1. choose a writing prompts from TOEFL writing tasks provided

2. provide a suggested outline for the specific genre

3. produce a model text so they can analyze the writing for the genre

4. provide options for starting an essay (introduction) or concluding a text

5. produce a writing sample

Learning Outcome 1

Illustrate understanding of genre awareness by using the features and structure of different types of texts 

Objectives

By the end of module 4, teachers will be able to:

1. Understand the importance of higher-order thinking in ESL writing instruction

2. Learn how to craft effective HOT questions for various writing tasks

3. Develop strategies to implement HOT questions in ESL writing lessons

4. Apply HOT questions in practical writing activities

Learning Activities

• Interactive quiz matching Bloom's levels to verbs

• Demonstrate a sample writing activity using HOT questions 

• Analyzing Texts:

  1. provide a short passage 

  2. ask teachers to identify main ideas, supporting details and author's purpose

  3. ask teachers to brainstorm higher-order questions by starting with:

     • What does the author mean by...?

     • Why did the author choose to use...?

     • How does the author's message relate to...?

Learning Outcome 3

Use Higher Order Thinking (HOTs) and an AI assisting tool to teach writing

Learning Outcome 6

Create a lesson plan with the use of AI to produce a literacy task for MLEs

Objectives

At the end of module 5, teachers will be able to:

1. understand the concept of multimodal writing and its benefits for MLEs

2. learn strategies to implement multimodal writing for both in-class and out-of-class settings

3. compare and contrast between multimodal composition process and print writing processes

4. choose an in-call and out-of-school context to create 2 writing lesson plans

Learning Activity

Teachers will choose one key mode (text, image, audio) to complete the multimodal writing assignment. 

Teachers may turn in the assignment in one of the following forms:

• Video Scripts: Ask students to write scripts for educational videos that incorporate dialogue, captions, and visual elements. This combines text and audio/visual modes 

• Podcasts: Assign students to create audio episodes that include spoken text, music, and sound effects. This engages auditory and visual learners 

• Interactive Websites: Have students develop web pages that combine text, images, audio, and interactive elements. This utilizes multiple sensory modalities 

• Multimedia Presentations: Require students to create slide shows that incorporate text, images, audio, and video. This caters to different learning styles 

• Digital Storytelling: Encourage students to create narratives using a combination of text, images, and audio. This engages visual, auditory, and kinesthetic learners 

• Multimodal Research Projects: Assign students to research topics using various media sources (books, articles, videos, etc.) and present their findings in a multimodal format 

• Personalized Journal Entries: Allow students to express their thoughts through different modes such as written entries, charts, illustrations, videos, or podcasts

Learning Assessment

Teachers will draft a lesson plan  with AI to create a multimodal writing assignment for beginner, intermediate and advanced MLEs. 

Learning Outcome 4

Use reading and digital tools to create multimodal composition activities

Learning Outcome 6

Create a lesson plan with the use of AI to produce a literacy task for MLEs

Objectives

At the end of module 6, teachers will be able to:

1. Identify the benefits and limitations of using AI-assisted tools for formative feedback 

2. Learn how to effectively integrate AI-generated feedback with human teacher input

3. Develop strategies for selecting appropriate AI tools for different types of writing assignments

4. Understand ethical considerations around using AI in grading and providing feedback to students

5. Create a plan for implementing AI-assisted grading in your own ESL classroom

6. Learn best practices for training students to interpret and act on AI-generated feedback

Learning Activities

AI-assisted peer review

• Teachers use AI tools to generate feedback on the writing text from module 3 . Use AI chatbots to stimulate conversations MLEs might have in real-life writing situations

• They will pair up for live meetings to discuss the AI feedback and provide additional human feedback. 

Final Learning Assessment of the Mini Course

Reflection

• Based on their experience with AI and human feedback, teacher will write about their experience including what worked well and what didn’t in the AI-human collaboration

Learning Outcome 6

Use ChatGPT as a feedback tool to analyze academic English writing