Community Task - Unit 3

I interviewed an EAL teacher who teaches small groups of students in a rural elementary school in southeastern Manitoba. In this community, the majority of EAL students are German immigrants. When asked to share a cultural misunderstanding or disconnect that has occurred in her context, she explained the following scenario.

The group of German immigrants in the community is very conservative and very religious. When Christmas or Easter come near, she would desire and tend to focus on these holidays. The purpose of introducing these holidays is to involve students in the culture, as well as understand the different events that occur during school hours. Because of the culture of these German immigrants and specifically their parents, these holidays are seen as wrong and evil. The parents go to the extent of keeping their children home from school when special events occur in the school surrounding these holidays. Speaking of Santa Clause or the Easter bunny, are completely off limits. As a result, these students miss out on school-wide celebrations and the teacher has no opportunity to explain or teach these new English speakers the cultural relevance of these holidays.

The main possible cause of this challenge includes the nature and personality of the German people. In the TESL 0160 notes, we were told how wisdom and knowledge are important and essential parts of running an ESL classroom. By growing in knowledge about the personality of the German people we can wisely work alongside them in such a way that exhibits honour and respect.

Germans are known to be traditional to a fault and disciplined with few nationalities to compare to (S.l., 2014). They are also understood to be extremely stubborn and unfortunately rather cold in their interactions (“The Seven Personality Traits of a German”, 1970). With understanding these personality traits, we can understand how German immigrants may find it difficult to adapt their way of thinking along with their traditions. They may find it a threat to their identity by having a stranger attempt to interfere with their way of life. To announce their opinion, they coldly withhold their child from school on these particular days.

To deal with this challenge requires clear communication. As talked about in many of the TESL 0160 discussion forums, communication is a crucial part of problem-solving. Both English-speaking countries and Germany are considered low-context cultures. This means that they “expect messages to be explicit and specific” (Goman, 2011). Because of this value in both Canada and Germany, it is quite appropriate to communicate with all who are involved. This includes the teacher, the parents and perhaps the principle or the child’s homeroom teacher. By together discussing the challenge of holidays in our Canadian culture, perhaps a compromise could be reached, for example, when talking about Christmas exclude the topic of Santa and instead talk about the nativity story.

The effects of this communication result in a deeper relationship filled with respect. Clear communication builds rapport with both parents, as they see the teacher’s eagerness and willingness to teach their child, and child, as they see the relationship growing between their parents and their teacher (Brown, 2015). Hopefully, the result would also include gaining greater cultural knowledge for both the parents and child.

Bibliography 

Brown, D. H. (2015). Teaching by principles. White Plains, NY: Pearson Education.

Goman, C. K. (2011, March). Communicating Across Cultures. Retrieved April 3, 2019, from https://www.asme.org/engineering-topics/articles/business-communication/communicating-across-cultures

S.l. (2014, March 12). The German personality. Retrieved April 3, 2019, from https://www.justlanded.com/english/Germany/Germany-Guide/Culture/The-German-personality

The Seven Personality Traits of a German. (1970, January 01). Retrieved April 3, 2019, from https://schnitzelrepublic.blogspot.com/2010/07/seven-personality-traits-of-german.html

Communication, Communication, Communication

Scenario: A student is often using electronics during class while other students are engaged in the classroom activities.

Some causes of this incident include boredom. They could be bored because the classroom level is too easy for them. Perhaps they are bored because what they are learning is not interactive, does not seem relevant or perhaps they have learned this lesson in a previous class. Another cause could be that the classroom level/expectations are too difficult for the student. Some students just shut down when they are overwhelmed and do not understand. Still another possibility could be that there is an issue that has arisen in their personal life and requires them to be on their electronics. There are many, many reasons why students are drawn to their electronics in the midst of classroom activities.

Teaching and learning are disrupted when students distract themselves with their electronics. The expanse of the disruption depends on more details in the context. If the classroom activities that are occurring are group/pair activities, then this definitely disrupts teaching and learning for both the students using their electronic and the students they are supposed to be working with. If the teacher is giving a lecture or instructions for an activity and the student is on their electronic, they are disrupting the teaching (it is discouraging as a teacher to see your students distracted in this way) and also their own learning. If they are sitting in the front of the classroom, obviously distracting themselves with their electronics this is also disrupting the learning of the other students. All in all, the most detriment is done to the student themselves.

Communication is always the most important thing when an issue arises. As the teacher, it would be important to talk with the student, after or before class or at an arranged meeting (especially if this would be a reoccurring issue). Being gentle, I would ask the student if something bothered them during the class, if or why they were bored etc. From this point forward the teacher and student can hash out what the issue is and do their best to respect the other party. For example, if the student was bored because what was being taught was so easy, the teacher could suggest a higher-level class, or provide options to different activities to increase the difficulty level. If the student had problems in their own personal life that were needing to be dealt with during class, perhaps the student could ask to leave the classroom while they dealt with the matter. Every reasoning and situation are different.

As the class notes said at the beginning of the unit, “A classroom that students want to come to again and again is the one that is inclusive, supportive, and conducive to learning, a place where everybody feels safe, welcome, and respected.” The important thing for a teacher is to make sure this is occurring for both the student in the incident as well as for the rest of their students and even for themselves as the teacher. Working together through issues with clear communication is essential for this goal to be accomplished.  

References:

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, NJ: Pearson Education.

Ho, C. (2014, October). The Importance of Effective Communication. Retrieved March 29, 2019, from http://singteach.nie.edu.sg/issue50-people/

Importance of Communicating in the Classroom. (2015, July 7). Retrieved March 29, 2019, from https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1570-importance-of-communicating-in-the-classroom

Classroom Etiquette Example Infographic

I created a classroom etiquette infographic/poster that I could use in my classroom on a bulletin board/wall which I could quickly refer to at any point during the course. I tried to take just the basic principles that I want to see in my classroom and identify them but then also include what is involved with each basic principle. I think it would be helpful to as a class come up with these principles so that everyone is on board with what is "enforced." Depending on the context and the necessity, it would be something I would like to refer back to often when beginning a new activity/discussion/class.

Job Analysis: Abaarso School - Unit 2

Original Activity: Language through Drama

Level: intermediate+

Practice: expression

Unspoken communication is a major part of all communication, and we can use this fact to effect by getting students to enact simple sentences to convey an intended feeling.

Below are twelve pairs of expressions, each with a feeling to convey. Students should say both expressions in each pair, each time conveying the relevant feeling. But it's no good doing this with students sitting round a table or in their normal positions. Let them get up, stand, walk around, sit on a table, lie down. Leave them free to use their bodies, their hands and arms, their feet and legs, their facial expressions - so that their body language matches the words they are uttering!

You might even award some Oscars.

Well-Being, Suffering

• It's really comfortable, this armchair.
• If you only knew how much it hurts!

Seriousness, Irony

• Your continued perseverance will lead you to sure success.
• My dear, even Shakespeare could not compete with you.

Determination, Lack of Confidence

• Whatever it costs, we'll get there.
• I don't have enough experience to make this sale.

Relief, Frustration

• The pain I had has disappeared like a dream.
• How people pester you these days!

Anger, Calmness

• I don't know how I'm controlling myself...but get out of here!
• We're going to examine the matter calmly.

Generosity, Fear

• You like it? It's yours.
• I think it's in the house. I heard a noise downstairs.

Indifference, Indignation

• It's all the same to me.
• I'd rather be burned at the stake than impugn his honour.

Pride, Humility

• I am the master, the supreme master.
• I'm just a very small cog in a very big wheel.

Bluntness, Hypocrisy

• Well, I'll tell you frankly, you disappoint me.
• I didn't say that to offend you.

Triumph, Defeat

• That's it! I've got my medal!
• Another refusal. I'm never going to succeed.

Astonishment, Simplicity

• What! How did you come?
• Well, it was inevitable.

Encouragement, Consolation

• Go on, old boy! You'll do it!

Adapted Activity To Fit My Classroom: Language through Drama

Level: intermediate+

Context: Highschool students at Abaarso School in Somaliland

Practice: expression

Unspoken communication is a major part of all communication, and we can use this fact to effect by getting students to enact simple sentences to convey an intended feeling.

Below are twelve pairs of expressions, each with a feeling to convey.

Option 1: Students should say both expressions in each pair, each time conveying the relevant feeling using their body language to match the words they are uttering.

Option 2: Have one student convey the expression with their body language only. Let other students shout out expressions they think are being portrayed.

Option 3: Repeat the same instructions from Option 2 however this time have the other students guess the antonym of the expression being conveyed.

Option 4: To incorporate with any of the previous options, have students come up with their own expressions (approved by the teacher). 

Well-Being, Suffering

• It's really comfortable, this armchair.
• If you only knew how much it hurts!

Seriousness, Irony

• Your continued perseverance will lead you to sure success.
• My dear, even Shakespeare could not compete with you.

Determination, Lack of Confidence

• Whatever it costs, we'll get there.
• I don't have enough experience to make this sale.

Relief, Frustration

• The pain I had has disappeared like a dream.
• How people pester you these days!

Anger, Calmness

• I don't know how I'm controlling myself...but get out of here!
• We're going to examine the matter calmly.

Generosity, Fear

• You like it? It's yours.
• I think it's in the house. I heard a noise downstairs.

Indifference, Indignation

• It's all the same to me.
• I'd rather be burned at the stake than impugn his honour.

Pride, Humility

• I am the master, the supreme master.
• I'm just a very small cog in a very big wheel.

Bluntness, Hypocrisy

• Well, I'll tell you frankly, you disappoint me.
• I didn't say that to offend you.

Triumph, Defeat

• That's it! I've got my medal!
• Another refusal. I'm never going to succeed.

Astonishment, Simplicity

• What! How did you come?
• Well, it was inevitable.

Encouragement, Consolation

• Go on, old boy! You'll do it!

Rationale: I added different options to this activity because I like to be prepared to be flexible. Depending on how quickly my students catch on to an activity I want to be able to make it more challenging if need be. I desire for my classroom to have a flow to it. Without thinking through these different options beforehand, I could end up floundering in the middle of the activity. Incorporating different options keep students engaged, interactive and thinking critically about what is being taught. They are challenged to think of the same topic and idea in different ways. If my students are slower at catching on to the very first option, I would take it slower and not introduce the other options. 

Bibliography

ESL EFL TESOL Jobs. (2016, April 6). Retrieved March 18, 2019, from https://www.tesall.com/esl-tesol-jobs?id=193854

Language through Drama (ESL Activity). (n.d.). Retrieved March 19, 2019, from https://www.tefl.net/esl-activities/language-through-drama.htm

Lonely Planet. (n.d.). Visas and customs in Somaliland. Retrieved March 18, 2019, from https://www.lonelyplanet.com/somaliland-puntland-and-somalia/somaliland/visas

Somali People, Language, Culture, Women, Food, Music, Flag, Facts. (2018, May 09). Retrieved March 18, 2019, from https://answersafrica.com/somali-people-language-and-culture.html

Somaliland in Figures [PDF]. (n.d.). Hargeisa: The Ministry of National Planning and Development.

Teaching. (n.d.). Retrieved March 18, 2019, from http://www.abaarsoschool.org/apply/teaching/

User, S. (n.d.). Www.somalilandtour.com. Retrieved March 18, 2019, from http://www.somalilandtour.com/index.php/about-somaliland/somaliland-government-somalilandtours-com/somaliland-arts-culture-somalilandtours-com

A New Teaching Context - Unit 1

Scenario: A Canadian ESL teacher moves to Japan to teach EFL

Questions to consider: What do you need to know about this context? What would be useful for success in this context? How do you prepare for this different culture and environment? Have I ever experienced culture shock?

In the research I did, I found that it is important to be aware of the context, culture, and environment that you are going to. As a Canadian moving to Japan, there are many things to consider when undergoing such a transition. Things you need to know range widely. Some of the basic things to know include accommodations, will the company you are working for, to provide you with a place or pay for your dwelling, visas, and transportation. Some things to know about the job you are starting are what kind of classes you will teach, children, adult, one on one, small group or big group, what kind of lesson planning is available, what other academic support is offered to new teachers.

Transitioning from an ESL to EFL classroom also take a mental switch. Opposed to an ESL classroom, EFL classrooms are situated outside of English culture. As the teacher, you do not have unlimited English resources physically around you. Also, the reason your students are taking an English class is not so much out of necessity or for the purpose of communication but rather academic advantages and reasons. Lesson plans will have to reflect this. A nice thing about an EFL classroom is that for the most part, all the students come from the same language meaning a lot of their mistakes will be similar in nature and therefore easier to address.

Something extremely important to be successful as a professional but also a normal foreigner living in Japan is to be aware of the culture. In the different vlogs and posts I read, I saw a common trend of foreigners (some EFL teachers, others not) emphasizing the importance of respecting and honouring the Japanese culture. Small things like not talking loudly, not using your phone on the bus, not asking for customizations at a restaurant, respecting people’s privacy and being aware of the lack of emotions portrayed. All these basic things are key to understand when entering a new culture such as Japanese culture. This knowledge also plays in the classroom setting. Knowing even these few facts effects how a teacher would present their lesson to their students.

Personally, I have never experienced culture shock. The countries I have traveled to have been developed and mostly Americanised. Without this in my experience, if I were to move to Japan to teach English, I would want to give myself lots of heads up about the culture, try to make connections before I go, and give myself time to settle in before starting the new job. Having a good grasp of the culture I am about to step into is very important, yet I do not think I or anyone would ever be truly prepared for stepping into a new culture. 

Bibliography:

(2014, November 11). Retrieved March 11, 2019, from https://www.bing.com/videos/search?q=eslcanadian teaching efl in japan&&view=detail&mid=718D93864C995F77987A718D93864C995F77987A&FORM=VRDGAR

Guillen, K. (2012, October 19). EFL vs ESL: Difference Between EFL and ESL Explained. Retrieved March 11, 2019, from https://www.differencebetween.com/difference-between-efl-and-vs-esl/

Jun, R. A. (2012, March 17). Retrieved March 11, 2019, from https://www.youtube.com/watch?v=uIyIZZQnuDQ

Lake, W. (2013, June 18). The Difference Between ESL and EFL: Teaching English. Retrieved March 11, 2019, from https://www.brighthubeducation.com/esl-teaching-tips/127984-the-difference-between-esl-and-efl/

Morris, N. (n.d.). Culture Shock Of Relocation. Retrieved March 11, 2019, from https://career-intelligence.com/culture-shock-relocation/

Learning Technology Review: Voice Thread - Unit 4

The technology I chose for my review is called Voice Thread. I learned about this while reading the required reading from Tomlinson. I had never heard of it before and just googled it to see what it was. I found an extremely neat resource that I am excited to learn more about.

The website for Voice Thread is really easy to navigate and easy to learn how to use. There are some really short and simple tutorial videos that teach you how to use the program and how to engage others in it as well. You can find the basic tutorial at this link Voice Thread Tutorial. Watching examples of the usage of the program often helps me understand its designed purpose so here is a link of an example of Voice Thread created by a user called Sebastian, Voice Thread Example. This is the link to a Voice Thread I created, My Voice Thread Example

A few reasons why I like this program include how easy it is to use. I am not technologically inclined yet by simply googling the website and watching two short videos I had a good grasp of how to use the program. Another reason why I like Voice Thread is because of how you can engage your learners in the process of it. As the creator of the file I am the facilitator and author but others can jump in and comment orally at different parts of the screencast. Multiple different users can all participate in the same file. What I like specifically, is that it engages oral voice rather than writing ideas. Students and those commenting on the file need to record their comments.

The one reason I can think of the usage of Voice Thread being an issue is that all students need simultaneous access to a computer/phone/tablet etc. The showing of a file can be done by one computer for all to see but for students to engage with the material individually, they need access to their own device. Depending on the context this may or may not be available. Another idea could be to include this as a homework assignment that students can access at home and record their comments there.

All in all, I think this technology output is a fun and cool way to present information and engage your students, beyond just written responses.

Applying Effective Principles - Unit 3

Scenario
Your LINC Level 3 class is comprised of a mixture of stay-at-home moms, seniors, and youth. Many of the students have previously asked you about volunteer opportunities. You are preparing a unit on community and government services. You have the LINC 3 Classroom Activities resource available (http://www.moresettlement.org/LINC1-4/LINC4/LINC_3_Classroom_Activities.pdf). You may choose any activity from Community and Government Services module (pp. 273-310) for this scenario.

From the above scenario, what principles for material development would you focus on? What would you change from the resource link above?

Principles

Learning should be:

-          Authentic

-          Relevant

-          Catered to learners learning styles

-          Task-oriented

Materials should:

-          Include all different language skills (writing, speaking, reading, listening)

-          Be authentic

-          Be engaging

-          Push learners to think critically but still being successful

-          Have real life characteristics

Do the materials help accomplish the purpose of the lesson?

Are the materials engaging for my learners (stay-at-home moms, seniors, and youth)?

Do the lesson include an engaging and real-life task?

Are my learners successful but also challenged?

Principles Criteria Explanation:

I listed a few of the principles that I value in the classroom in regards to learning and the materials used. This is not a comprehensive list but a foundation on which I hope to expand upon yet. The questions below the principles, in my mind, bind all the principles together. They are based on these principles. With my material and lesson teaching lining up with these questions, they should also be lining up with my principles which produces a successful learning environment for my students.

The two principles that I would like to highlight is the principle of both teaching and material being relevant and material being engaging. I realize that not all learning appears relevant to a student at all times but I want my students to realize the bigger picture in each lesson. For example, this lesson is based on volunteering opportunities. I would point out volunteer opportunities in the neighborhood, include a video or presentation by a local charity and of course give resources for my students to get involved. By doing this, I hopefully create an engaging and relevant topic to my students, perk their interest, if it was not already, and prove to them that this can be their experience in the real world.

The activity I chose was Volunteer Opportunities p. 290-293

Changes to the resources? Why?

One thing I would change about these resources is to add a reading comprising of volunteer opportunities in the neighborhood. I would quickly explain 2-3 different opportunities and allow students to choose which one they would like to read about. It would be a short reading but would allow for students to have some autonomy in choosing what they would like to read about and bring in their engagement to the class. Depending on the charities I would present to my class, I would also add some of those terms to the vocabulary list at the end of the Instructor Notes to make sure students understand these words and add them to their word banks.

Involve your learners in material adaption process? Why?

In my suggestions in what to change in the resources, I described the opening activity with the adaption of giving students responsibility in choosing which volunteer opportunity they would like to read about. From this introduction and because of the nature of the lesson (talking about participation in the community) I would allow for learners to give their suggestions in what to learn about, a specific charity they’re interested in, suggest a testimony from them about one of these charities. I think this lesson plan has many opportunities to expand if the students are interested in that way. That being said, I would not require learner’s involvement in any adaption of the materials or lesson plan.  

Bibliography

Johnson, K., Morrison, S., & Lax, J. (2009). LINC Classroom Activities Language Instruction for Newcomers to Canada [PDF]. The Print Shop.

Textbook vs. Authentic Materials - Unit 2

In my opinion, coursebooks are extremely helpful and useful in a classroom, whether ESL or other. The sheer number of textbooks available is clear evidence that they have a place. (“Should we use textbooks in the ESL classroom?” 2016). Coursebooks give good direction to teachers to keep in line with how the course should be proceeding. The website Teacher Vision says, “textbooks provide organized units of work” (“Textbooks: Advantages and Disadvantages”, 2007). This advantage definitely helps teachers plan out their course material and know what should be covered. It gives them a good idea of what topics/skills should be being covered as well as important key terms and ideas that should accompany their student’s learning. As a student in this course, I find that the textbook reiterates what is being expressed to me through other resources. This helps me in comprehending information and hearing it again in a different way, reminding me of what I had already heard and therefore allowing the information to stick clearer in my head. There are some courses that require you to get a coursebook but then never use it, I rarely take my own time to page through it and instead get frustrated with the teacher for wasting my money. There are other courses that the teacher basically reads through the textbook in class. This is not helpful either and I find myself wondering why I paid for a course when I could have just read the textbook.

All this being said, I think it is important to use a coursebook in the classroom. It may not be wise to stick so closely to the book that students are not allowed to engage with the knowledge being presented to them. However, using the coursebook as a guide, it can lead students into further understanding. It can allow them to take the material home and go over similar information that was presented in class.

As teachers, we should be well aware of our contexts. Some students delight in using coursebooks while others despair at the thought. Some coursebooks are extremely helpful and have good ideas, resources, activities, information etc. while others are dreadfully boring and lose students quickly.

I think it is a good idea to integrate authentic material into your classroom whether you are working with a specific coursebook or not. Authentic material can highlight and further advance student’s knowledge that might be already presented in a coursebook but is brought to life in other ways. Being aware of the context that we are in and how students learn best (as mentioned before) is key to knowing how to handle the coursebook with your class. Cater to the learning styles found in your classroom.

Bibliography

Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.

Should we use textbooks in the ESL classroom? (2016, October 14). Retrieved February 21, 2019, from http://eslarticle.com/pub/english-language-teaching-elt/139076-Should-we-use-textbooks-in-the-ESL-classroom.html

Textbooks: Advantages and Disadvantages. (2007, January 25). Retrieved February 21, 2019, from https://www.teachervision.com/curriculum-planning/textbooks-advantages-disadvantages

3 Types of Resources - Unit 1

This course is once again introducing me to a set of new thoughts and ideas, some of which I have thought about and others, not so much. The course is called “Resources Development and Integration” and therefore has so far introduced different types of resources and the copyright and fair use rules with different resources. I am going to highlight a few of these resources which I see as important and valuable in an ESL classroom.

Some materials that I find important in the classroom are the textbook set for the class. Although this may not always be the most exciting material it is important to have a solid foundation for the course. Textbooks give good guidelines for teachers to follow in their classrooms. They may have students read from the textbook, do worksheets from the textbook or simply use it as a guide for themselves and come up with other material to enhance the information. Some “resource books are specifically designed to provide ideas for teachers” (Brown, 2007). In this case, teachers are guided by the textbook.

Another great form of resource material is realia. Realia is basically defined as an object lesson. From my own experience, I have found objects stick in my mind. I remember sitting at a funeral and the pastor talking about how my beloved aunt was now safe in the arms of God, he pulled out a dear little sculpture of a hand cherishing a little girl. This object lesson stayed with me. As one author says, realia breathes new life into a lesson (Soames). Talking about vocabulary is great but seeing the vocabulary come to life brings far greater understanding. 

There are many types of resources to use and also to learn to use. Lastly, I want to highlight technology. Technology can be a useful material as long as your context allows for it. Some classrooms do not have access to the internet, projectors, computers, screens etc. and therefore cannot be fully relied upon. Those contexts that are capable of utilizing technology in their teaching, may. From anything to news articles, radio, YouTube videos, and the list goes on. These technologies have the potential to aide a teacher in accomplishing their goals. One study showed that “75 percent of educators think that technology has a positive impact in the education process” (Cox). In this day and age, technology often gains attention as well. For this reason, again depending on your context, using technology can draw your learners into participation and engagement.

Again, there are many types of resources available in the education world today. Textbooks, realia, and technology really do not encompass the expanse of what is obtainable. It is important as teachers to keep our minds open to the types of material out there. Do not rule out anything. Seek out what best compliments your goals and what helps your learners. Use your imagination and let learning be exciting!

Bibliography

Brown, H. D. (2007). Teaching by principles an interactive approach to language pedagogy. San Francisco: San Fracisco State University.

Cox, J. (n.d.). Benefits of Technology in the Classroom. Retrieved February 14, 2019, from https://www.teachhub.com/benefits-technology-classroom

Soames, C. (n.d.). Using Realia in the Classroom. Retrieved February 14, 2019, from http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=4488

My Learning Plan Revisited - Assignment 3

Your goal for this course:	How are you going to learn it?	How will you know you have achieved it?	How will you demonstrate that you have learned it?	Notes:
- Gain resources of simple assessment/evaluation templates/tools - Understand when and what type of evaluation tool is most beneficial in specific circumstances	- pay attention to extra resources listed in the class - create a list of helpful resources - ask for feedback/help/advice/ experience from peers - pay close attention to types and benefits of evaluation tools  - participate in discussion boards	- have a list of at least 7 outside resources/templates/ideas regarding assessments these do not have to be outside the course resources - see the purpose in evaluation tools and match them to specific circumstances	- hear a scenario and have a few ideas of tools to use in evaluation - Assignment 4 deals with connecting appropriate assessments with the lesson plan	- the previous two columns overlap slightly in their answers - I think coming up with great ways of assessing students is only as good as the appropriate type and timing of the assessments.

My goal for this course was to gain basic and foundational assessment/evaluation tools that I could practically use in the classroom. I also wanted to learn what type of assessment/evaluation would be the most beneficial and useful in specific contexts.

Some of the ideas I had come up with to help me in this excursion was to pay attention to extra resources, create a list of helpful resources, take note of types and benefits of evaluation tools and gain advice from peers.

I definitely found that the collaboration of my peers helped me in my understanding of assessments and evaluations. There are a number of fellow students who have/are working in ESL classrooms in one capacity or another. I try to pay extra attention to those who I know have experience in ESL classrooms as I find these students give very helpful insight. These are people, who despite never meeting them, I respect and therefore, value their opinions. Even those who do not have experience is ESL classrooms have proven to be helpful. One student, in particular, was very regular at responding to my posts, she always had praise to offer but would also provide helpful questions that would cause me to think further into what I had said. We ended up having some constructive conversations.

Throughout the course, I slowly added different online resources to a list to be an aide for me. They consisted of assessment templates, assessment ideas, as well as the basics of how to create an assessment and what to consider when creating one. Some of the resources I came across I found within the course, while others I found on my own either for different tasks or personal growth. I have accumulated over seven of these resources. Some of them are more helpful than others and some I read more closely than others. You can find my list of helpful resources on my blog at https://thetesladventure.blogspot.com/2018/10/helpful-resources.html.

The course itself aligned with my goals very well. Specifically, learning about formative and summative assessments was really helpful for me to learn the values of each, when they are appropriate and how best to present them to my students. When it came to creating my Assignment 4 for the class, I did have a few ideas quite quickly and was able to find resources to help guide me quickly and effectively. The Canadian Language Benchmarks PDF (https://www.canada.ca/content/dam/ircc/migration/ircc/english/pdf/pub/language-benchmarks.pdf) has been very helpful in giving ideas of how to assess different skills, it also gives excellent rubric material to utilize.

Overall, I believe I accomplished my goal. I was able to gain many resources and an abundance of knowledge about assessments and evaluations. My idea of what assessments were has definitely filled in the gaps. I did not have a practical concept of assessments, evaluations, their rubrics and how they were created. By following my learning plan and engaging with the course material in an intentional way I was able to obtain new knowledge and modify my existing knowledge.