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Planning Remote Tasks that guarantee autonomous Learning: It is possible!

Luciana Fernández

Planning Remote Tasks that guarantee autonomous Learning: It


is possible!

Module 1 – Post Webinar Activities for Teachers

Tutor: Luciana Fernández

The following activities are for teachers to complete and submit after having
watched the six mini videos within Module 1.

The following chart reminds you of the contents covered in Module 1:

Homework in Quarantine Times: Characteristics of effective Remote


Tasks for our Learners.

 .Challenges for Educators in Quarantine Times.


 From the ideal to the not so ideal: Technology or methodology?
Remarks.
 Homework / Tasks within a pedagogical contingency plan:
characteristics.
 Homework or Self-study Guides? Remarks.
 Effective Homework: Characteristics.
 Homework as self-study guides.
 Presenting contents and skills remotely: How do we do it?

1) In Module 1 video 1 we get started by reflecting upon the new


challenges we face as educators in these quarantine times. Use the
words from the box to complete the summary of the points highlighted
with reference to these challenges:

NEW – STRESSFUL – CONTINGENCY – CONTENTS -TECHNOLOGY –


RECYCLED – METHODOLOGY – REMOTELY – FACE TO FACE –
DIAGNOSTIC - SKILLS

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

In these unusual times for us as educators, for families and for our students, it is
critical that we reflect upon how we can best contribute to an effective
pedagogical plan of (1) __CONTINGENCY_. Teachers and students are facing
the challenge of teaching and learning (2) _REMOTELY _which has very
different characteristics to doing so (3) __FACE TO FACE. Understanding these
differences is very important.

Among the challenges we face there is (4) _TECHNOLOGY, since it is not


always available to everyone involved in this scenario. Although it is true that
when we all count on it, it saves our lives, we cannot take for granted everybody
´s got access to it.

(5)_STRESSFUL and lifesaving as new technologies are, they are the means
through which we can get to our students in these harsh times we are
undergoing. However, the question remains as whether we teachers have to
focus on developing our mastery of technology or rethink our
(6)__METHODOLOGY.

Since the pandemic coincided with the beginning of classes, we need to


remember that it is advisable to start with a (7)__DIAGNOSTIC_set of tasks,
just as we would have normally done in the classroom. This means that it is
definitely better to start with (8) RECYCLED_ and not (9)_NEW_language and
eventually move onto covering the(10) SKILLS and (11)_CONTENTS_ from our
syllabus.

2) About homework: Read the following article which supports the ideas
discussed in Module 1 with reference to homework and remote
learning and teaching and then match the comments made in the
webinar and by the specialist in the article with the problems listed A-
H.

Article:
https://www.xn--lamaanaonline-lkb.com.ar/noticia/39695/mara-
zysman-pidi-no-elevar-el-nivel-de-exigencia-para-aquellas-tareas-
que-se-realizan-en-el-hogar/

Problems

A- BELIEVING TONES OF HOMEWORK CAN REPLACE SCHOOL.


B- TECHNOLOGY FOR ALL?
C- FAMILY TENSION

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
D- PARENTS ARE NOT TEACHERS
E- QUANTITY OR QUALITY?

F- TEACHERS ARE UNDER PRESSURE TOO.


G- A RACE AGAINST TIME?
H- STATING PRIORITIES

12) “In the situation in which we are now, school contents shouldn´t be in the
first place. It is fundamental that children keep having a bond with school,
teachers, peers and learning.” H

13) ”School will never be replaced with doing numerous assignments at home.”
A

14) “Do all the families have computers, laptops or tablets? How many devices
are there at home? Are parents also doing home office? Do they have to share
devices with their children? C

15) “ It is important that children comply with homework and that they work, and
that they are provided with these homework through the means each
community has, so that an ongoing communication between school and home
is guaranteed.” B

16) “Parents are desperate. They claim they keep receiving lots of assignments
for their children when they have to cope with their work at the same time. They
need to accompany their kids with homework, not do the teacher´s work.” D

17) “I don´t think this is the time for teachers to learn a thousand magic
technological tricks. It is the time for them to rethink their role in this unusual
context.” F

18) “We need to assume that contents and objectives as they were set in
February will not be covered.” G

19) “Homework is more effective when we focus on it being good, appropriate


and kid-freindly and not being…a lot.” E

3) A lot is discussed in Module 1 with reference to homework. Solve the


crossword puzzle. Read the clues carefully:

20)It is very important that both students and parents understand


_WHY they are doing that assignment.
21) Homework is an extensión of teachers´__INSTRUCTION.

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
22) It is very important that students can deal with homework on their
own, as much as possible. That is to say, it is important they can
do homework with ATONOMY.
23) Students need to understand what they have to do and how to do
it. They can´t be _PUZZLED.

24) It is critical that students own their learning. That is what


homework seeks to promote: _OWNERSHIP.
25) If students understand the aim of homework, if they are properly
scaffolded, they feel a sense of achievement: they feel
_CONFIDENT.
26) Homework needs to have a clear _PURPOSE and students and
families need to be able to understand it.
27) Teachers need to provide _FEEDBACK_ to students.

H
O
M
E
W
O
R
K

4) Something else which was discussed in Module 1 has to do with


understanding quarantine homework as self-study guides. Read
about self-study more in depth and then answer the questions with
one word.

https://www.ivywise.com/ivywise-
knowledgebase/newsletter/article/self-studying-whats-the-benefit-
and-how-to-do-it/

Answer the following questions with only one word:

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

28) What can higher education students be assigned in order to


exercise and develop intellectual Independence? PROJECTS
29) Traditional classroom learning and what else, when used
together, give students the possibility to retain information better?
SELF-STUDY
30) What is unlikely to ever be replaced? CLASSROOM
31) Apart from the benefit of exploring a topic of students´ own
interest and at their own time, what is the extra benefit
mentioned? AFFORDABLE
32) What is not necessary, according to the author, in self-study?
33) What does the author say about goals? What do they need to be?
REALISTIC
34) What human organ are studyin techniques related to? BRAIN
35) What does the author say it is important to do after learning
something? REVIEWING
36) Self-study sessions need to be short and what else? FREQUENT
37) What is it important to set up and mantain? STUDY-SPACE

5) When moving onto planning, we discussed the importance of first


asking ourselves: “Who are we teaching?”
Read the following characteristics of language learners and sort them
depending on whether they describe young learners (primary) or
adolescents (secondary) or if maybe the characteristic suits both.

38) Search for identity and need of self-steem.


39) Respond to meaning even if they do not understand individual
words.
40) Ability for abstract thinking.
41)Limited attention span.
42)Need to feel valued and good about themselves.
43)Need for individual attention and approval from the teacher.
44)Acute need for peer approval.
45)General enthusiasm for learning.
46)Extreme vulnerability to the negative judgements of their own age
group.
47)Can get easily bored.
48)They learn from what they see, hear and have a chance to interact
with.

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
PRIMARY STUDENTS SECONDARY STUDENTS
Limited attention span Acute need for peer approval
They learn from what they Can get easily bored
see, hear and have a chance Search for identity and need of
to interact with self-steem
Can get easily bored Respond to meaning even if
Ability for abstract thinking they do not understand
Need for individual attention individual words.
and approval from the teacher Need to feel valued and good
General enthusiasm for about themselves
learning Extreme vulnerability to the
negative judgements of their
own age group.

6) Let us now go over the considerations to bear in mind when it comes


to presenting vocabulary:

Read about presentation of vocabulary:


https://www.teachingenglish.org.uk/article/presenting-vocabulary
Decide if the following statements are true or false:

20) It is important that students learn as much vocabulary in English


as possible. F
21) There are words for students to produce and some other words
for students to recognize. T
22) Students will have to learn vocabulary independently of whether
they will use it or not. F
23) One of the considerations to be made by teachers has to do with
teaching vocabulary based on how useful it is for learners.T
24) There is so much more than just the definition of a word when it
comes to vocabulary.T
25) Teachers should never resort to translation when dealing with
vocabulary.F
26) Presenting words within a meaningful context is critical. T
27) Categorizing words help students acquire vocabulary. T

7) Regarding the teaching of grammar, we will now go over the main


points covered in Module 1. Unscramble the words to complete the
summary:

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
When teaching grammar it is very important to understand the
__DIFFERENCES_ (57) IFREECDFENS between younger and older
students. Younger students do not benefit from learning __RULES_
(58) ULRSE whereas older students do.
_____________ (59) RTTEAG grammar structures need to
be__________________ (60) ZOTXTAIECNULED, that is to say,
they need to be presented in a clear and ___________________(61)
UMALFNINEG context. By doing so, students get to experience
the_________________(62) SUNOTFCIN of those grammar
structures. This means that they will be able to work out what those
structures are used for, communicatively speaking.
It is advisable to _____________ (63) TRTCAXE sentences used in
that context where the structure is used for what we call the
_________________(64) ENGGGAUAL NASYALIS. In this moment
of the lesson students deduce both _________(65) EUS and
_____________ (66) EUUTSRCTR. This is called teaching grammar

_____________ (67) EVIUNIDCTYL.

8) After discussing some general rules when it comes to teaching,


particularly presenting, grammar and vocabulary, we went on to
discuss some considerations when teaching the four macro skills:
Speaking, Listening, Reading and Writing.

Each of the following A-G has been explained below. Match A-G to
68-74.

A- PARATEXT
B- PREVIEWING
C- PRE-READING
D- READING STRATEGIES
E- READING FOR DETAIL
F- SKIMMING
G- SCANNING

68) This is when you pay attention to every single word and spend
time thinking about what each individual sentence means .

69) The broad term used to describe the planned and explicit
actions that help readers translate print to meaning.

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
70) A strategic, selective reading method in which you focus on
the title, pictures, topic sentences, etc in order to anticipate what
the text will be about.

71) Reading a text quickly in order to find specific information.

72)  A moment of the lesson that provides an overview that can


increase reading speed and efficiency.

73) All the matter that surrounds the text on the page; it includes
the format of the text itself, such as the font used and the point
size of the type.

74) A strategy that readers use to recall prior knowledge and set a
purpose for reading. It calls for readers to skim a text before

reading, looking for various features and information that will help
as they return to read it in detail later.

9) Decide which of the following A-G is the best suggestion for the
teachers´comments 75 – 82

A- WRITING PLANNER
B- GENRE ANALYSIS
C- PRE-WRITING
D- TEACH USEFUL EXPRESSIONS
E- TEACH TEXT STRUCTURE
F- READING-WRITING CONNECTION
G- PRE-TEACH VOCABULARY

75) “My students usually complain they don´t know what to write about.”

76) “The problem I have in class is that I ask them to write a letter and I get a
story!”

77) “ My students use the same words over and over again…their pieces of
writing are dull as a result.”

78) “When I start correcting their pieces of writing it is so hard to read them…
there is no cherence, no cohesion.”

79) “Their pieces of writing are messy, chaotic…”

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
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80) “All the different pieces of writing they write have the same language, when
in cases, people would never use that language for that genre.”

81) “I give them a writing task and I give them the whole class to write, but I get
such low-quality pieces!”

10) Last but not least, in Module 1 we also went over some important
considerations when teaching listening and speaking. Choose the
best option A, B or C for each of the following statements and
questions:

82) When planning speaking activities it is important to consider a pre-speaking


moment in which students:

A- practise what they are going to say

B- revise or learn the words and structures they will use.

C- listen to the teacher modelling the task

83) Students find it easier to engage in speaking activities when:

A- they can talk about themselves or anything else that matters to them.

B- they can listen and repeat several times.

C- they are older.

84) The first listening is for students to:

A- pay attention to details.

B- get the gist of what they are listening to.

C- to just relax and enjoy.

85) To make attempts at speaking, students need:

A- examples they can hold on to.

B- to have read something before.

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
C- to have listened to something before.

86) If you sense students might not be familiar with the topic or situation of the
listening activity you need to:

A- change the listening activity.

B- simplify listening tasks.

C- build that background.

87) In listening activities,

A- there are first and second listening tasks.

B- there should be one listening task.

C- there is always a reading activity before.

88) Making students discuss what they think they will be listening to:

A- is optional.

B- motivates them to speak.

C- motivates them to listen so that they can check their predictions.

89) Reading and Listening:

A- are receptive skills.

B- are productive skills.

C- are more difficult than speaking and writing.

90) Speaking and Writing:

A- are receptive skills.

B- are productive skills.

C- are the easiest skills.

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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

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