In the last few years, education (schools, teachers, students, parents, and everyone else associated with education) has experienced two events that have radically changed the pre-existing paradigm of education: COVID-19 and the emergence of LLM AI (Large Language Model Artificial Intelligence). To understand where we are going, it's important to understand where we were before these two key events.
Please watch this classic pre-pandemic video by Sir Kenneth Robinson, which challenges the traditional content and structure of education. (If you have already seen it, please watch it again carefully. It's worth multiple views.) During much of this course we will be exploring how to meet Sir Kenneth's challenge in our EFL classrooms.
COVID-19 closed the physical classrooms, forced teachers to adapt to online instruction in one form or another (despite most of the teachers' previous reticence), and better defined the possibilities and limitations of such online instruction. The experience reconfirmed the opinion that many/most of us held that f2f (face-to-face) instruction was superior, when possible, especially for younger learners. On the other hand, it also introduced to teachers a wide range of online possibilities, beyond just holding Zoom sessions with a class. Teachers could incorporate such tools into their teaching, whether totally online, totally in the physical classroom, or somewhere in between.
Yes, students' learning suffered greatly during the COVID shut-down, but was "the move-to-Zoom " the only online option? Granted, teachers and schools responded to the catastrophic realities and did move to Zoom (or Zoom-like alternatives) with surprising speed; but had they rigorously prepared a range of online options before the pandemic, would the outcome have been the same frustrating results?
Much of this course will deal with technological options that exist for Israeli EFL teachers, some of which even existed before the COVID-19 lock-down and have often improved in response to the lock-downs. In addition, many of them have incorporated AI options.
Well-chosen internet tools could improve teaching and learning. In addition, because no one can definitively rule out a medical (or security) closure of schools in the future, we should be aware of such alternative educational options. Of course, given the heterogeneous nature of our Sha'anan class, not every tool will be suitable for every student; but hopefully, they will be interesting enough to consider and remember when your individual teaching situation allows (or demands) adoption.
Another game-changing concept from the pre-COVID-19 world is UDL (Universal Design for Learning) which enables teachers to offer better educational experiences to the widest possible range of students. Although UDL has its roots in Vygostsky and Piaget, digital possibilities have increased the value and power of UDL principles.
Click here for a PowerPoint entitled "Using UDL Principles." Although you may want to examine the entire PowerPoint presentation, the first half is important as an introduction for teachers of ELLs (English Language Learners). This first half finishes with the slide entitled "Some T-T-S Options." (We will be dealing with T-T-S technology later in the course.)
Click here for six 5-minute videos about UDL. All of them are important, but if you your time is limited, watch the introductory video #1 and video #6, which deals with ELLs (English Language Learners). After watching these two, you might find the time to watch the others.
Alan November offers an additional approach to improving educational paradigms. November has been a leader in calling for meaningful educational improvement using digital tools.
In addition, his questioning the traditional use of search tools brings us to your research for the seminar papers. Think about his criticisms and suggestions as grad students and as EFL teachers.
Sam Kary explains how to use Google Docs to create "Choice Boards." This technological tool gives students greater autonomy over their learning by choosing what they want to learn, how they want to learn, and how they want to present their knowledge.
Please note: Late homework will be penalized 20% of the initial grade. Your first post is worth 60% and the second post (a meaningful response to some one else) is worth 40%.
In the Lesson 02- Changing Paradigms discussion forum in MOODLE, answer TWO of the following questions. Feel free to answer all three, if you wish.
What is the major "take-away" from Sir Kenneth's talk? Do you agree or disagree with his criticisms of traditional education? To what extent have you felt entrapped by standardized exams (e.g., the Bagrut)? How relevant to your current teaching realities is his analysis of pre-COVID-19 education?
Had you heard of UDL before this session? Which UDL principles are most useful to your teaching and why? Can UDL principles help post-COVID-19 education? How?
What is the major "take-away" from Alan November's video? Can his criticism and suggestions help you as a grad student and as an EFL teacher?
2. Read the posts from all the other students and REPLY to at least one with a meaningful response. (Please note: "I agree." or "Great!" is not meaningful without a thoughtful presentation of why.) Perhaps choose the most controversial or most helpful. If you disagree with someone, please do so politely and constructively!
Please note: If you post your initial text or your REPLY in the wrong place, it will not be part of the class discussion on the current topic. Few will see it. Few will benefit from it and few will be able to respond to it. Thus, your post will be (almost) worthless and will receive a grade of zero. Just follow the instructions and get the full grade!