SKKN Encouraging students’ self - Study in the covid-19 epidemic through the website gnomio.com
The popularity of the Internet and computer technologies among young people as a whole has created serious grounds for the successful integration of ICT into education process. When teaching foreign languages as an important place is given to ICT, which allows the introduction of new technologies, new techniques, shifting the emphasis to the independent work of a student, making the trainer diverse. This situation increases the effectiveness of the classroom work and makes the independent work of student efficient. There is an opportunity to use the Internet as teaching tool both for training all types of speech activity, and for research work and education. At the lessons of foreign language, one should integrate the linguistic, socialcultural and communicative approaches, taking into consideration teaching a foreign language for specific purposes. To achieve these goals, it is very important to use the whole potential of internet resources.
The Internet offers users various options that can be use by students and teachers: email, participation in videoconferences, publication of research articles in the online system, numerous references catalogs and search system. ICT assumes the use of such telecommunication technologies as compute training and test programs, electronic dictionaries for teaching students both professional vocabulary and reading in a special setting; telecommunication technologies, which give the opportunity to participate in the dialogue of cultures through audio and video conferences. ICT combines the advantages of various technologies within a single resource placing educational material in the form of electronic textbooks, audio and video files using hyperlinks. Using ICT, a teacher has an opportunity to monitor the knowledge and skills of students in the network, making the learning process more individual. Since its outbreak in late December 2019, COVID-19 has wreaked havoc across the world and like any critical sector, education has been hit hard. Students, schools, colleges and universities have been deeply impacted. While the Global Campaign for Education (GCE) acknowledges the public health decision to close schools, we believe that contingency plans should be in place to ensure the right to education even in times of crisis. GCE is convinced that all learners no matter where they live and circumstances have a right to education. Education is an essential right for children, young and adults in emergencies and must be a priority from the very beginning of any and all emergency responses. From this fact, I decided to choose the topic: “Encouraging students’ seft study in the COVID 19 epidemic through the website Gnomio.com” for my experienced innovation.
Tóm tắt nội dung tài liệu: SKKN Encouraging students’ self - Study in the covid-19 epidemic through the website gnomio.com

e. The module- based design allows users to modify the interface by using one of the given theme or create a new theme. The Gnomio’s design is geared towards education and for those working in educational sector. It suitable for different levels of educational and training forms such as universities, colleges and high schools as well as organization and individuals. Some of main advantages of this web can be listed as: + Engagement: The web Gnomio.com is designed to create excitement for students in study through the learning activities taking place inside and outside the classroom are designed by teachers. + Connections: Teacher are the centre of a learning network that connects students, parents and educators. + Personalization: The support appealing and easy- to- use accounts and features into contents of courses personalizing students’ learning process + Evaluation: The web Gnomio.com makes it easy to tract students’ learning progress: Assignment, Quizz, Giving opinion, Giving learners cross- evaluation, etc. 10 4.3. Features of the site Gnomio.com These days, it is challenging for teachers and students to share available resources and learning documents through the Internet so that learners are able to actively study at home and save the expense for printing and copying. The application of the website Gnomio.com can support teacher and learners to control more systematically and scientifically because: + They can enclose and share a wide range of documents with formats such as SCORM, Word, Powerpoint, PDF, MP3, MP4, .wmv, .mov, PPT, excel, .gif, .jpeg, etc. + Teachers and students can stimutaneously share a lot of resources with different formats. Furthermore, learners are asked to self- study at home by completing assignments relating to the topics they are studying as well as watching lecture videos or reading materials before each lesson. 5. Creating the Web Teachers create their own web with their domain name on the website Fill the information as required. After the site is created, every involving information is sent to the mail that teachers registered, including user name of admin, password to login Here is my own site created to help my students self- study in the Covid-19 pandemic: 11 12 In my website , I created three available courses English 10, English 11, and English 12. However, in this experience, I mainly mention about the course English 11 with activities of the students from two class 11A1 and 11A7. In order to help students to be able to practice the duties given by teachers on the website, teachers add students with their user names and provide students’ passwords. The steps to create students’ accounts are: - Site administration users add new user - In the courses that teachers want students to study: Participants enroll users select user 13 This interface allows teachers to control not only the number of participants of the courses, but also students’ activities by providing the last access to the courses. II. Experiment 1. Material preparation In order to have a effective teaching class, there are some teaching aids have been created, they can be used again and again. Obviously, teaching aids have a lot of good uses for language teaching and learning if they are carefully prepared and creative exploited in class. They can be simply listed as follows: - The website and make sure that students do not face with any problems - Textbook - Documents and exercises relating to the lessons posted on the website - Computers or smartphone connected the Internet 14 2. The illustrated lessons 2.1. Unit 1 Friendship * Objective - Students can self- consolidate their knowledge about Unit 1 as some lessons in each Unit are cut down. Furthermore, they are also able to use their own language to complete a description about one of their friends. * Activities on the website - Teacher provides a task named “ontap” using the application POTATOES on Assignment, students download and do the task at home - Teacher asks students to describe one of their friends and then post the descriptions on FORUM - Other students can reply to their mates’ descriptions. 15 2.2. Unit 2 Personal Experiences * Objectives - Students will be able to practice extra- reading exercise relating to the topic in order to improve their reading skill by doing a cloze test. - In addition, they are able to tell a story about their own past experiences. * Activities on the website - In Forum, teacher adds a discussion topic: “Tell one of your past experiences”. 16 - Students type their own story and may get the feedback from other participants. 17 - In Cloze text, a reading exercise is added, and students practise reading skill. They can get their result at once. 2.3. Unit 3 A party * Objectives - Students are able to be provide more about theory of Gerund and Infinitive through item Lecture. - They also practice to check their knowledge about topic by doing the exercises in the Assignment. - Giving their answer in Forum can helps students exchange their results with their partners. * Activities on the website - Teachers provide the theory of gerund and infinitive by creating a lecture with SCORM package so that student can show by themselves and take note the essential points. - Teacher posts Exercises of gerund and infinitive so as to help students practice further. - Students using the theory to do exercises and post their answer to FORUM and other students can give feedback. 18 19 2.4. Unit 4 Volunteer work * Objectives - Students are provided the lecture of unit 4- Reading with vocabulary, structures and background about the topic - Basing on the lecture, students can practice extra- reading exercise in order to improve their reading skill * Activities on the site - Teacher posts the lecture with the format Powerpoint combined with SCORM and students watch the video to get the information about volunteer work and note down the vocabulary - Learners do reading exercise posted in the item : Practice of reading, they get their feedback to their answer immediately. 20 - Educators can control the number of students participate in doing exercise as well as the point they get when completing the task by using item” Reports”. 21 2.5. Unit 5 Illiteracy * Objectives - Students are able to practice doing exercises about Expressions of quantifiers and exchange their answers with their mates through the FORUM * Activities on the site - Teacher posts the exercises about Expressions of quantifiers on the Assignment. - Learners do the task and type their answer on the FORUM. 22 2.6. Unit 6 Competitions * Objectives - Students can practice more about Gerund through exercises and they also exchange their answers with their partners on FORUM * Activities on the site - Teacher posts the exercises about Gerund to better students’ knowledge about the point of grammar. - Students access to ASSIGNMENT to get exercises and type their answers in FORUM. 2.7. Unit 7 World Population * Objectives - Students can go over the topic and study the lesson by themselves. - They also can practice in order to improve their reading skill and accumulate the vocabulary about the topic “World Population”. * Activities on the site - Teacher provides the lecture about the topic “World Population” and an reading assignment by using the application POTATOES combining with SCORM PACKAGE. - Students watch the video of the lecture and learn the new words by heart. - And they also apply the words in the lecture to understand the reading text so as to answer the questions. - Also they can check their answer by themselves. 23 24 2.8. Unit 8 Celebrations * Objectives - Students are able to learn and have background about traditional celebrations in Vietnam. - They can also use English to express the information about one of traditional celebrations. * Activities on the site - Teacher add a new topic discussion on FORUM “Talk about one of celebrations in your country”. - Students type their replies to express their ideas. 25 2.9. Unit 9 The Post Office * Objectives - Learners are able to practice more about Relative pronouns through an Exercise. - They can self- evaluate their level in this topic. * Activities on the sites - Teacher posts the exercise of Relative pronouns using Jquizz embed SCORM. - Students do exercises and check their answers by themselves 26 2.10. Unit 10 Nature in Danger * Objectives - Students are able to use the background of the topic they study in Unit 10 to do Exercise reading. - The eleventh graders are motivated to be concerned about the safety of nature and how to protect it - They can self- evaluate their level of reading skill about the topic. * Activities on the site - Teacher creates and posts an exercise of reading about topic “ Nature in danger” - Students do the exercises and learn more new words about the topic. 27 2.11. Unit 11 Sources of energy * Objective - Students are able to use the information about sources of energy in the world and the vocabulary relating to the topic to make a powerpoint document. * Activities on the site - Teacher asks students work in groups to do the task. - Students post their products on ASSIGNMENT. 28 2.12. Unit 12 The Asian Games * Objectives - Students are able to improve their reading skill by answer the question in Reading exercise. - They also self- evaluate their performance when getting results of completing the task. * Activities on the site - Teacher posts the questions about the reading passage in Unit 12. - Graders answer the questions and know their level of reading in this topic. 29 2.13. Unit 13 Hobbies * Objectives - Teacher design the tasks to support students to self- study about the sounds /bd/, /bz/ and cleft sentences focusing on subject, object and adverb. - Student can using English to tell their hobby. * Activities on the sites - T creates the lecture about the sounds/ bd/, /bz/ and the theory of cleft sentences in slides embed SCORM package. - Student self- study at home and reply the requires in Forum with the topic “Tell about your hobby” 30 2.14. Unit 15 Space Conquests * Objectives - Students are able to use English to discuss about the information of man’s space conquests. * Activities on the site - Teacher creates a Forum to provide students a space to express their knowledge. - Students complete the table about the historic events in man’s space conquests. 31 2.15. Unit 16 The wonders of the world *Objectives - Learns are able to get about the in formation about seven ancient wonders, seven new artificial wonders, seven natural wonders of the world and sharing with their mates in Forum - They can get knowledge about special passive voice. * Activities on the site - Teacher gives the require in Forum and post the lecture about the topic with powerpoint and SCORM package. 32 - Students reply to the require and study the lesson by themselves. 33 2.16. Other topics - Teachers cam add more topics depending on their aims in teaching. For example, to train gift students, the topic “ BỒI DƯỠNG HSG” is created. In this section, teacher posts the requirements in order that students do the task or prepare the lesson at home. 34 III. The results of the research During the period of Covid-19 pandemics, education and training have a number of challenges. However, with a view to maintain the study and learning for all children at every age, there are plenty of methods applied including online teaching through Zoom, Microsoft teams,. The website www.hothuyduongthpt15.gnomio.com is a private site, which supports my students in further study of English. I can find that these activities make students eager to study the lessons at home. They do not learn passively and do not wait for the time teacher provides points of knowledge. Not only do my students learn actively, but the teacher can control their activities and the portion of participation as well. I have done the experiments applied to class 11A1,11A7 for the entire academic year. As a result, more and more students are appealed to the activities on the site. In this school, after applying these encouraging activities into the lessons until this point of time, my students react positively to my research. The result of the research on the rate of students’ attendance is counted up with the following table: Academic year 2021- 2022 Always Often Sometimes Never 11A1 41 students 78% 19% 2% 1% 11A7 38 students 90% 8% 2% 0% 35 PART C: CONCLUSION 1. Experience from the research In conclusion, students' activeness in learning English has become one of the most concerned issues of methodologists and linguistics. Especially, in recent years, there have been many changes in learning and teaching method with the purpose of enhancing students' activeness, creativity and communication ability in the real life situation in English language. Learner- centered approach and communicative approach are more and more emphasized and appreciated. Learning English through the encouraging self- study activities through the website Gnomio.com is one effective and interesting way, especially in the Covid- 19 pandemics when students have a lot of difficulties in direct classroom. Not only does this help teachers provide a wide range of the documents they want supply to their students, but it gives students convenience of the time to do the tasks. 2. Proposals * For the school: The school provides essential materials in the best using state for teaching online * For colleagues: I hope that my colleagues can consider using my experience in their classes and give me their options and contributions to so that my research can be better Finally, I would like to thank to my lovely students, my colleagues, and others having helped me to complete his teaching experience and I hope to be received your contributions to make my research more perfect. 36 PART D: REFERENCES 1. Tiếng Anh 11 . Nhà xuất bản giáo dục. 2. Thiết kế bài giảng Tiếng anh 11. Chu Quang Bình. 3. Sách Giáo viên Tiếng anh 11. Nhà xuất bản giáo dục 4. Dạy học theo chuẩn kiến thức kĩ năng 11. Vũ Thị Lợi, Trần Nga, Nguyễn Thị Thuận, Nguyễn phương Hạnh. 5. The role of ICT in higher education for the 21st century: ICT as a change agent for education Ron Oliver Edith Cowan University, Perth, Western Australia 6. Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice by Robyn T. Brandenburg 7. Moodle.com
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