AR-Our Own Research

   According to the module we have to write our our research. We are Irene, Mertcan and me. In the lesson we talked about our experiences about teaching observation. But unfortunately we were just sitting and we were passive in the lessons. Even though this situation we found a solution. Because all students and teacher using IPads in the lessons. Then we decided to plan our research about Ipads and their motivation on students.
    And then we made questionnaire for students and teacher about Ipad. They are:
    

  Questions about iPads in the classroom

1.    Do you like to work with the iPads? Why?
2.    How often do you use the iPads in class? For homework? For exams? In breaks?  
3.    Do you learn better when you work with the iPads? Explain why or why not?
4.    Do you use learning apps or special learning games on your iPad? Which ones?
5.    What do your parents think about learning with the iPads? Do they like this new method?
6.   If you have the choice to work with the iPad or with a piece of paper and a pencil, what would you choose? Why?   

 Questions for the teacher

 

   1. When did you start using the iPads?

   2. Did you follow a course to use the iPads (students and teachers)? Was it hard for you to use the iPads?

   3. Are you as a teacher happy about the iPads in class? Why or why not?  

   4. Do you think it is effective or not?

   5. How often do you use them in class?

   6. How does the iPads effect the motivation oft he students?

   7. Do you have special rules for the iPads? Are there any problems about the use of the iPads?

   8. Do you know how the opinion of the ministry of education in Denmark is about the iPads?

   9. Did the school ask the parents about their opinion about iPads in class?

 

Teaching Observation - Second Day

Our first lesson was again for 5^th grade. This lesson, they were talking about the weather at the beginning. After that they were listening a story then they tried to put the sentences to order. But in this time their teacher talked so much Danish than English. When students try to speak English than teacher began to speak Danish.

With the story you can easily evaluate the students’ ability of “listening, understanding, reading and speaking”.

                Our second lesson was with 6^th grade. In this class, teacher was more authority. Otherwise students were talking so much. This lesson, they were discussed about “what is the progressive dinner?”  After they found the question then they wrote their own progressive dinner on Ipad. They tried to make dialog in groups with their own words. And they didn’t finish the story so teacher ended the lesson. While they were trying to write their dialog, we got a chance to talk with teacher. We asked about the using of Ipads in lessons. She rarely used it in lessons. We asked her “did you get a course about it?” the teacher said us “yes but it is not enough.” She faced some problems to using it. And that is why she did not much like it. And also we asked about a student who was sitting alone in front of the classroom and just played his Ipad. She said about him that he was not capable of learning. Teacher didn’t say anything to him, he was not force to do homework or attending the lessons. He was so ashamed of new people. He didn’t want to talk other students, and he was not handling the lessons. If he was going to like this, he would probably send a special school. 

             Next week, the 4th of November we can not observe the class, because they have a special program with Ipads and it is not include English lesson. But we asked the teacher if we can come again the 11th of November. So we can go at this date.

Research and Academic Working Methods ( Lesson 1 )

     This lesson we started to learn how to make a research. And what can we do? Finding a research question is the most important part. How can we find the question?
      First, what's wondering us?  Write the questions:

• Why were they using Ipads?
• How were they using Ipads?
• How did they process their speaking language?
• How did their motivation effects with using Ipads?
• What was the differences in the classroom when you compared with your own country? 

      After these questions you can find a way to do your research. You can choose one of them then you can go through that way.

       Second, what do you already know?  Make a mind map.
     
       Finally, write a letter to your grandmother. And I choose this one.
 
      

               "Dear grandmom,

                Yesterday we went to school in Vordingborg, Denmark for teaching observation. I was quite excited before went to class. But when I went to class and when I see the pupils then I relaxed because they were so cute. They were looking us with curiosity. It is different from Turkey, when we think about the student’s sitting position. They’re all group, and they can walk in the class wherever they wanted. They also took off their shoes. The class was not so crowded, they listened their teacher carefully. They were all active participation. They raised their fingers up all the time, and they spoke English very well when I compared the pupils in Turkey.  They were using Ipads in the class, you know in Turkey we don’t use Ipads in the class, the government tried it but now the students don’t use Ipads or tablets. So as you see, they are all active and hardworking students, and also they were hungry to learning."

First Day of Teaching Observation at a Primary School

        It was not first time for me to observe students, but it was first time that I observed Danish students of course :). Before the observation day, I tried to find the school. Because we are the one group who goes to different school. The schools location is perfect! It is under the botanic park. 

         We didn't have any knowledge about our teacher. We didn't know he or she. We asked to UCSJ but they also didn't know. And then we went to school to find our teacher. We asked the school secretary, but she didn't know, and then fortunately the English teacher came to room and thus we found our teacher. She was so kind to us and all the time she was smiling. We waited the lesson in the staffroom and all teachers were very kind to us. 

          Our first class was 5th grade. They were so curiosity about us, who we are. we did small presentation about us, who we are, where we are coming from and why we are here. Then we sat behind the class. The students sat in groups, each group have 4 students. There were 20 students in the class. Our observation started after Autumn holiday, for this reason they talked about their holiday. They were good at speaking English when we think about their age. The teacher helped the students when they didn't know words, gave some clues or gave direct answer. Students were  very relax in the class, they could go wherever they wanted, but if the teacher said it. Otherwise they were sitting on their chairs and they listened their teacher carefully. After they talked about their holiday, they started to study their course books. Their subject was daily routines and past time. As a practise they wrote in colorful papers their daily routines. They did some practice with them in the class or school hall. Then they came to the class and read their routines as a poem. The teacher didn't speak only English, she also spoke Danish. Then without any break we went with teacher to other class.

         This time we were with 6th grade students. The students sat in groups, each group have 4 students. There were 25 students. In this class we did same presentation about us. They were not as curious as the other class. Although teacher spoke most Danish than English, the students English speaking language, understanding, listening and reading were very good. In the class there were two students that the first one was usually interrupt the lesson with speaking. The second one was siting alone, and he was playing with his Ipad all the lesson. For first student teacher used eye contact to stop him, and the second one teacher did nothing. They listened about their subject, filled in the blanks and then read in the class. And thus our first observation ended.           

           To be honest, I liked the pupils they are so cute. And the class atmosphere is totally different when I compare with Turkey. Students are more active in Denmark, and they eager to learn. And aşso the sitting plan is different because in Turkey students sit in lines as a couples.

           I look forward to next observation day.

ES- Games and Presentations

                                                          Six Thinking Hats

1. The White Hat,  calls for information known or needed. "The facts, just the facts." 
2. The Yellow Hat, symbolizes brightness and optimism. Under this hat you explore the positives and probe for value and benefit.
3. The Black Hat,  is judgment - the devil's advocate or why something may not work. Spot the difficulties and dangers; where things might go wrong. Probably the most powerful and useful of the Hats but a problem if overused.
4. The Red Hat, signifies feelings, hunches and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.
5. The Green Hat, focuses on creativity; the possibilities, alternatives, and new ideas. It's an opportunity to express new concepts and new perceptions
6. The Blue Hat, is used to manage the thinking process.  

              Actually when we criticize the six thinking hats, they are beneficial for multiple thinking. Maybe you don't like the subject but you have look at the subject from other side. So you can think not one side and also the other sides.

              The Oral Presentation of Our Group:

               

              We started the presentation in these order:

             

              - Description of the class
              - Short description of the game
              - Learning theory
              - Knowledge and competencies

              - Assess

              - Explanation of the game

      Description of the class

      Students are about 10-12 years old and they are 6th grade. We try to make them more active, especially shy students. They have to ask more questions, and we evaluate their knowledge about animals, object, and transportation vehicles.

       Learning Theory

     Our game bases on constructivist learning theory. In this theory learning is a active and constructive process. Learner is a constructor. New information is linked to the  prior knowledge.

You know how you can play the game. The game bases on discovery and experimental learning. Because he/she tries to find answer through questions. The other member of group won’t say anything because he/she have find answer himself/herself. He/she should think about questions well. This game also needs dialogical process, and we will get it with he game.

 
    Assessment

    Students who know the answer with 5 questions, get 10 points,
    Students who know the answer  between 5 and 10 questions, get 5 points,
    Students who know the answer more than 10 questions, get 1 point.

      Explanation of the game

·       Goal of the game

      Each contestant needs to guess animals, objects or transportation vehicles that is stuck on his forehead on a post it

·       Material used:

     Post-its, pens, and foreheads

·      Explanation of the game :

    The class will be divided in 3 to 4 groups of 5. Whole groups have 20 minutes.

Each group decides who want to start first. Then, the teacher sticks the post it on the first contestant’s forehead and starts to ask questions to the others. When the person has guessed what was on his forehead and then we continue to the next contestant clockwise.

                                                                                       

 

         
                   

           Conclusion

      When they were playing game, they are all excited. They heatedly tried to find the answer. Sometimes they got angry when they couldn't find the answer. They were in a competition with groups, and they wanted to be winner. Yes, we actually reached our aim, but honestly we forgot something. Before the presentation, we didn't play the game, and one group played the game wrong way because of misunderstanding of our groups preparation. And also we asked from students to ask more questions, but we gave less questions more points! So our assessment was hit us to bottom, unfortunately. We understood it, but it was too late. 

EAL- Language Acquisition

   In this lesson, we learned exploring L1 and L2 acquisitions and also characteristic of the good language learner. They were not far away from me because I took these lessons at my first university. Because  I studied Japanese Language and Literature with Pedagogy. I am familiar with I know behaviorist, innatist and sociocultural perspectives. But L1 acquisition was quite detailed, so I learned lots of things.
    Firstly, behaviorism is a teaching model that Skinner handle the theory. In this theory, learning encourage with environment and imitation. Secondly, innatist perceptive is developed by Noam Chomsky. He said that language begins with born, because it is biological.