This week we've had several tasks. Firstly we got some information about reading/writing skills. I discovered some sites which can be interesting and useful - all of us read texts with students and now we have an idea about resources available and tasks offered in the sites or created on our own.
The second task was to create a technology-enhanced lesson plan. As in group which I describe there are only two students it's not a ptoblem to find computers for everyone. But some of my colleagues teach classes of 50 and more students (just imagine a class with 50 computers, it's unreal because it woud be so huge). Moreover there is only one computer for a department, not even a class... And even if there were computers or students would do their tasks at home how much time it would take the teacher just to glance at all the assignments.
Then I liked the third task when we were to think about our own students first and one or two their problems. And then the idea couldn't stop and we tried to predict, to find a tool how to cope with this issue. I guess we'll do it next week.
And one more thing. I like the ABCD model but I have a question. Why should we define the D (degree)? It's impossible to attain 100% accuracy for all students but they are supposed to attain at least 60 or, in some cases, 70% accuracy to learn new material, to cope with it. In this case - what for is it necessary to state this percentage it it's more than 60 and less than 100?
As for Degree, I think it is important to say for several reasons. Since you are talking about objectives, you are talking about something more specific (comparing with goals). So you need to be accurate in this case. Defining the degree makes you measure how well your students will practice.
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