Home participation week 15: video clips
Gramatical function:
- Chandler:↘︎Hey ǀ How’s the ↘︎boat! (Asking for new information)
- Monica: What’s so bad about ↘︎that? (WH question, asking for clarification)
- who are joining my de↗︎partment (add new information)
- Monica: So you finally took it out of the ↘︎marina ǀ ↗︎huh? (asking for confrmation)
- Mike: You’re ⋁kidding, right? (asking for confirmation )
- Phoebe: Mike ↗︎Crap Bag? (asking for repetition)
Attitudinal function:
- Hey | You guys won’t believe what I have to do for work today. (expresses frustration mixed with a sense of disbelief.)
- Yes | but –Ross | you chose a career of talking about dinosaurs. (sarcasm and humor)}
- Monica: Well, thank god you were here, | I mean, we have to erase that! (concern)
- Rachel: No! Oh no, no, no, God no. He should not get back together with her. (strongly disapproving)
Digital learning workshop: my personal reflections
At the beggining, everything related to technology was something that I didn’t want to know about because I find difficult the use technological advices or apps that have to do with creation of content like excel, canva or games for teaching I don’t know if there is a specific reason for that, but I often felt that technology was my “enemy” (not literally, of course jeje).
However, this perception began to shift during the semester. Through this subject, I was introduced to various tools and strategies for creating engaging games and educational materials, but it wasn’t just about learning how to use applications; it was about learning how to apply them effectively in an educational setting, the new things that the teacher taught us was for teaching even if at first I didn’t noticed.
During the semester we had two sessions dedicated to the use of artificial intelligence (AI). If I remember correctly, these sessions were part of a program called “International Faculty,” led by Jesse Gleason, a native speaker and expert in the field. She introduced us to tools that harness AI for educational purposes. One tool that resonated with me was “Magic School.” As a future teacher and current student, I found it incredibly helpful and practical.
Magic School is a platform designed to assist educators in generating rubrics, lesson plans, presentations, and more. It’s a great resource that can help when you’re feeling stuck or in need of inspiration. For someone like me, who once found technology intimidating, discovering such a user-friendly and versatile tool was a game-changer.
Looking back, I’m grateful for the transformation I experienced during this course. It not only helped me overcome my initial fears but also equipped me with practical skills that I’ll carry into my teaching career. Technology is no longer my “enemy”; instead, it has become an ally that I’m learning to embrace, one step at a time.
Home participation week 14: attitudinal function
Amy’s Emotions:
Frustration: At the beginning, Amy feels frustrated because Sheldon is not actively listening to her concerns.
Hopefulness: When Sheldon attempts to practice active listening, Amy becomes hopeful that he is making an effort to understand her feelings.
Disappointment: As the conversation progresses, Amy realizes that Sheldon’s efforts are mechanical and lack genuine empathy, leading to her disappointment.
What challenges does Sheldon face during his driving test, and how do these reflect his character traits?
How do Sheldon’s friends react to his efforts to learn driving, and what does this reveal about their relationships?
What is the reaction of his friends?
My Language 4 Self-assessment 2024
Hello, it is me again. I’m supposed to do this activity related to “My goals, challenges and expectations for Language 4”. Unfortunately, I didn’t do that task and I can’t do it now. Instead, I will write about my experience in Language 4 to write about something that has to do with this semester and also because I believe I can elaborate on it extensively.
Language 4 has been difficult, in every sense and subject. This semester I feel that I have failed in the subjects, I think that I passed but not with the best grades. I am going through difficult times this second part of the year that affected me a lot, both mentally and academically, maybe that is why I feel that I failed. However, I know that I can pass, even if I don’t have the best grades, I can improve every day to get better grades by studying in my free time (If I have free time because lately, I haven´t had time even for sleep well) or by paying more attention in class, also to ask if I get lost in some part of the class.
This semester I learned to lose the fear of making mistakes, and I spoke more in classes, I think that I was more participative in classes than before, and that is something that I feel proud of, I also receive help from my teachers that make me more brave at the moment to speak out loud.
My experience receiving feedback
Receiving feedback from my classmates from languages 2 and 6 was something really helpful for me, it made me realize about some grammatical or spoken mistakes that I didn´t notice by myself. Some of them also gave me some advice on what I can improve and how, advice with the vocabulary too, and that is something that I really appreciate.
https://on.soundcloud.com/PvUPb
Home workshop week 14: my presentation for week 15
Home workshop week 11 : applying the TPACK model
Activity:speak for a minute about your favorite movie
Lesson Plan
Objectives
1. Develop public speaking skills.
2. Analyze and critique films.
3. Integrate technology into presentations.
Instructions
1. Choose a favorite movie.
2. Prepare a 1-minute presentation (speech and visual aids).
3. Record and share the presentation.
4. Peer review and feedback.
The TPACK model combines Technology Knowledge (TK), Pedagogy Knowledge (PK), and Content Knowledge (CK). Here’s how it works for the activity “speak for a minute about your favorite movie”:
1. Content Knowledge (CK):The teacher needs to understand movies well. They should know about things like plot, characters, and themes. This will help guide students when they talk about their favorite movies.
2. Pedagogy Knowledge (PK):The teacher knows how to organize the activity. They can give tips, like useful phrases, to help students speak. They also create a friendly environment where students feel safe talking in front of others. Different teaching methods, like small group discussions, can be used to keep students interested.
3. Technology Knowledge (TK):Technology can make this activity more interesting. For example, students can use phones or tablets to record their speech and watch it later. They can also use programs like PowerPoint to make simple presentations. Apps like Flipgrid can help students share their videos and get feedback from others.
4. Technological Pedagogical Content Knowledge (TPACK):The teacher can combine all of this knowledge—content, pedagogy, and technology—to create an engaging activity. For example, they could ask students to record themselves speaking about their favorite movie, use clips from that movie to help explain key points, and have classmates give feedback online. This way, technology, teaching methods, and movie knowledge all come together to improve learning.
By combining these three areas, the teacher can create a fun and effective lesson that uses movies, good teaching methods, and technology to help students learn better.
Audio upload 24: dialogue voice dubbing
This is our version:
This is the original version:
Class workshop week 11: TPACK and SAMR game creation
Home workshop week 9: International Faculty second session
Helloo, this was the second and last part of our sessions about Artificial Intelligence, lead by Greece. To being honest, in this session I didn’t learn a lot, I found this session bored, because we have to work in groups or couples, and I didn’t have any, so I didn’t work as much as I wanted, so I don´t have something good to tell you, I think that we saw the same as the first session, I don’t have anything new to tell, describe, or reccomend.