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As part of my professional development, I frequently enrol in MOOCS (Massive Open Online Courses) which are run my major course providers such as Coursera and Futurelearn. These course providers collaborate with universities around the world and allow me to keep up with the latest issues and trends in TEFL. Two main areas I am interested in are Task-based language teaching and digital learning. I have completed over 15 MOOCS and have been invited by researchers at several universities to provide feedback on their online courses . One interesting MOOC which I participated in was called 'Teaching ESL/EFL Reading: A Task Based Approach' run by the University of London. I have attached the e-mail below outlining details of the research.
As part of my professional development, I frequently enrol in MOOCS (Massive Open Online Courses) which are run my major course providers such as Coursera and Futurelearn. These course providers collaborate with universities around the world and allow me to keep up with the latest issues and trends in TEFL. Two main areas I am interested in are Task-based language teaching and digital learning. I have completed over 15 MOOCS and have been invited by researchers at several universities to provide feedback on their online courses . One interesting MOOC which I participated in was called 'Teaching ESL/EFL Reading: A Task Based Approach' run by the University of London. I have attached the e-mail below outlining details of the research.
Here is the invitation e-mail
Here is the invitation e-mail
MOOC2 research.jpg
This is the recording of the interview. There was mutual consent for UCL to use the data gathered for their research and for me to upload it to my e-portfolio.
This is the recording of the interview. There was mutual consent for UCL to use the data gathered for their research and for me to upload it to my e-portfolio.
I have also taken a course about flipped learning run by NILE in Norwich, UK which has given me ideas about how to apply it in my teaching context. Using the principles of flipped classroom, I designed a task-based learning lesson for teaching presentation skills to my engineering majors. The lesson incorporates critical thinking, collaboration, communication and creativity. Engineering undergraduates use their existing knowledge and search for additional information to re-design Grenfell Tower. This course material can also be adapted to train teachers about the principles of the flipped classroom. Trainees learn about a task-based flipped classroom lesson through experiential learning using loop input.
I have also taken a course about flipped learning run by NILE in Norwich, UK which has given me ideas about how to apply it in my teaching context. Using the principles of flipped classroom, I designed a task-based learning lesson for teaching presentation skills to my engineering majors. The lesson incorporates critical thinking, collaboration, communication and creativity. Engineering undergraduates use their existing knowledge and search for additional information to re-design Grenfell Tower. This course material can also be adapted to train teachers about the principles of the flipped classroom. Trainees learn about a task-based flipped classroom lesson through experiential learning using loop input.
See my google slides below:
Flipping my class.pptxGamification1@KMUTNB.pdfThe PDF file above shows a step by step process on how I applied the principles of flipped learning to motivate students to use English in their field of study.It also helps teachers to consider ways in which they can flip their classrooms . By brainstorming new ideas in groups, teachers can share and learn new ways to flip their classroom.
The PDF file above shows a step by step process on how I applied the principles of flipped learning to motivate students to use English in their field of study.It also helps teachers to consider ways in which they can flip their classrooms . By brainstorming new ideas in groups, teachers can share and learn new ways to flip their classroom.
In 2017, as part of my experimental practice for the Cambridge Delta (module 2), I researched a teaching technique known as 'dictogloss' which is a variation of traditional dictation. My advanced learners at International House, London agreed to take part in the action research project. My findings concluded that, with adaptations to my lesson, dictogloss can be an effective means of raising students' awareness of gaps in their grammatical knowledge as well as improve their listening comprehension, writing, and speaking skills. I have attached the assignment below along with samples of my students' work and comments. After collecting valuable data about my learners' attitudes towards dictogloss, I have made a conscious decision to incorporate it more in future classes. Researching dictogloss has also enabled me to reflect on my teaching so that improvements can be made. The PDF file below provides more details about my experimental practice.
In 2017, as part of my experimental practice for the Cambridge Delta (module 2), I researched a teaching technique known as 'dictogloss' which is a variation of traditional dictation. My advanced learners at International House, London agreed to take part in the action research project. My findings concluded that, with adaptations to my lesson, dictogloss can be an effective means of raising students' awareness of gaps in their grammatical knowledge as well as improve their listening comprehension, writing, and speaking skills. I have attached the assignment below along with samples of my students' work and comments. After collecting valuable data about my learners' attitudes towards dictogloss, I have made a conscious decision to incorporate it more in future classes. Researching dictogloss has also enabled me to reflect on my teaching so that improvements can be made. The PDF file below provides more details about my experimental practice.
10294_006_Moszuti_internal_EP.pdfIn August 2018, I became a Google Certified Educator. By applying what I had learned, I was able to discover innovative ways to overcome challenges faced by my engineering undergraduates. One of these challenges was that they had to follow a coursebook aimed at intermediate level learners although they were mostly elementary to pre-intermediate learners. By using google docs set to editable mode, I devised a way for them to work together as a whole class in building vocabulary lists with English and Thai translations of each word. Learners used their mobile devices to work in groups to add translations while I monitored and gave feedback on accuracy. By working collaboratively on this task, they are given ownership of their work so that the can become self-directed learners; an essential 21st century skill. It also bridged the gap between their existing level and their target proficiency level set by the institution. Google apps have also allowed my classes to be as close to being paperless as possible. By using Google docs which is free to use, my teaching has become more inclusive since some of my students do not have the financial means of purchasing licensed versions of Microsoft Word.
In August 2018, I became a Google Certified Educator. By applying what I had learned, I was able to discover innovative ways to overcome challenges faced by my engineering undergraduates. One of these challenges was that they had to follow a coursebook aimed at intermediate level learners although they were mostly elementary to pre-intermediate learners. By using google docs set to editable mode, I devised a way for them to work together as a whole class in building vocabulary lists with English and Thai translations of each word. Learners used their mobile devices to work in groups to add translations while I monitored and gave feedback on accuracy. By working collaboratively on this task, they are given ownership of their work so that the can become self-directed learners; an essential 21st century skill. It also bridged the gap between their existing level and their target proficiency level set by the institution. Google apps have also allowed my classes to be as close to being paperless as possible. By using Google docs which is free to use, my teaching has become more inclusive since some of my students do not have the financial means of purchasing licensed versions of Microsoft Word.
The video below shows students co-creating a vocabulary list with translations.
The video below shows students co-creating a vocabulary list with translations.
Another way my teaching has been transformed through the use of technology is by using Edmodo to auto-grade quizzes. Edmodo has allowed me to export the built in gradebook to MS Excel which can then be used to average out scores for formative assessment. This allowed for freeing up time for lesson planning.
Another way my teaching has been transformed through the use of technology is by using Edmodo to auto-grade quizzes. Edmodo has allowed me to export the built in gradebook to MS Excel which can then be used to average out scores for formative assessment. This allowed for freeing up time for lesson planning.
SMEnglish Videocast 상계중학교
SMEnglish Videocast 상계중학교
I created this videocast using Audacity sound editing software and Windows Movie Maker in 2010. It helped secondary school students at Sanggye Middle School in Seoul to expand their vocabulary so that they could talk about their culture and current events.
I created this videocast using Audacity sound editing software and Windows Movie Maker in 2010. It helped secondary school students at Sanggye Middle School in Seoul to expand their vocabulary so that they could talk about their culture and current events.
chosen ilbo newsA.jpgI am standing on the left
The Korean newspaper 'Choson Ilbo' sent their journalists to visit the school where I was working and interviewed the director about ways in which I helped to motivate Korean students to learn English.
The Korean newspaper 'Choson Ilbo' sent their journalists to visit the school where I was working and interviewed the director about ways in which I helped to motivate Korean students to learn English.
Oju Times.pdfThis school newsletter allowed my students to write their own articles. I guided students using a process writing approach so that they would redraft several versions of their article before publishing. It gave them a sense of satisfaction when their work was published.
This school newsletter allowed my students to write their own articles. I guided students using a process writing approach so that they would redraft several versions of their article before publishing. It gave them a sense of satisfaction when their work was published.
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