mLearning - Using iPads with Kids - Apps and Activities

Though it is clear nowadays that learning can be engaging and dynamic with the use of technology in the classroom, some teachers still resist using iPads with kids. Many of them still believe students might break the iPads, or feel afraid of losing control over the class.

DARE.
Take a small step by finding a simple, but fun activity. Establish some classroom management rules before handing in the iPads, and make sure you have a clear set of expectations in mind. Don´t be too demanding on yourself. Noise and movement are good. Enjoy monitoring your students as they create and practice English.

Here are some apps to get you in the groove. Enjoy the ride with your digital classes with kids. They will surprise you!

TESOL 2015 - Two Tools for the Flipped Classroom and Beyond

A convention is always an exciting experience for those who love teaching and learning. In fact, these two walk hand in hand and can take place any time and anywhere and, fortunately, are not restricted to conventions. I guess conventions are so exciting because it is like being in a huge learning ball in which you dance with so many partners. You just have access to lots of interesting people and ideas at a single venue. You pick yourself wishing it will never end despite being jet lagged and suffering with the weather. Other times, you wish you could stretch time and space to go to every session that catches your attention in the program book, that you could chat with the dozens of teachers you meet in hallways, escalators, in sessions, and in so many other places. You also  would like to go to every after hours hang out in breweries and restaurants, not just to drink or eat, but to learn more about teaching and learning and also to discover the humanity you share with those brilliant minds.

As you might have guessed, TESOL 2015 International Convention & English Language Expo was wonderful and I did not have time to see everything I wish I could. However, I have a few things I want to share with you. The Flipped Classroom was one of the hot topics of this convention. Flipping is a form of blended learning in which students learn content online at home and homework is done in class with teachers and students discussing and solving questions (Wikipedia). Flipping is not a new pedagogical concept or idea. Maybe what it is making a possibility so widely explored right now is the technological development that we have reached. If a couple of years ago, flipping was reduced to instructional videos that were supposed to be passively watched by students, currently there are tools that add interactivity to these learning objects. In Toronto I could see two tools that would add an interactive twist to a flipped video  allowing students to check understanding and give instructors feedback.

In the lines bellow I will describe tow of these  tools to you with some examples of my own. Hope you like them and get inspired to create some of your own.

eduCanon

Educanon is a tool that allows you to import videos from several channels on the web. You can get videos from Vimeo, YouTube, Teacher Tube, and many more. Besides that, you can also use your own. To do this, you will just have to upload it to one of these services and then use it to build your lesson. Once you choose a video, eduCanon allows you to crop it if you wish. Once you have the video at the size you want, you can add questions to it. When you are done, you can share it with your students or colleagues via e-mail or you can embed it to your website or blog as I did here. For this post, I generated an embed code that did not need registration. If you want to try it out, just provide the requested information. Hope you enjoy it. 

EDpuzlle

Very similar to the previous one, EDpuzzle  also allows you to add videos from many sources. However, it gives educators some more possibilities. You can add voice over to videos or power point presentations. The free version also allows you to add open ended questions. In the Toronto TESOL Convention, a teacher showed us how he used EDpuzzle to have his students create video quizzes at home using open ended questions and bring them to class to engage students in conversation. I have just created a similar activity using TED ED to give a glimpse of what you can do using the tool. Hope you enjoy it.

Not just thinking about flipping and its potential use in your teaching context, I thought these tools might be useful to engage your students in your traditional class set up. I really liked the fact that they allow teachers to personalize content by uploading their own videos or power point presentations or by choosing videos that their students can relate to.

If you happen to be interested in learning more about the Flipped Classroom, feel free to check my Pinterest board

Promoting a Growth Mindset for Academic Success

Have you ever felt like praising a student whose grade was just a little above the average? Well, that happened to me and that was exactly what I did. I wrote how glad I was to see that his efforts, better behavior and involvement paid off and that he had to keep on doing all the exercises and participating in class. Actually, what I was trying to do was to build in him a more “constructive mental model”. Well, let me share with you a very interesting article I read as part of an online course I took called “Teaching Character to Create Positive Classrooms”.

According to this article, each person holds his/her own belief about intelligence. Some believe they have a fixed mindset, in which intelligence is a fixed entity, it doesn`t change. These beholders are performance oriented, that is, in response to failure they are more likely to give up as they see failure as an evidence of low competence and effort as a sign of low ability (not as a need to change strategy). These students don`t believe in their ability to learn, when they don’t reach a goal they feel like losers, are humiliated and, eventually, they give up. They worry more about proving they are good than improving their learning skills.

However, others believe in the Incremental Theory. This theory says that intelligence can be expanded and developed. These theorists, who believe in a growth mindset, are more focused on increasing their ability, they see effort as a way to nurture and develop intelligence; they show enthusiasm to learn and are not afraid of new challenging experiences. For them, learning is more important than performance and failure is seen as an obstacle to overcome. Moreover, the challenge excites them.

Our belief in what kind of intelligence we have plays an important role in our academic outcome. It is good to know, though, that intellectual ability can always be developed. However, this does not imply we all have the same potential in every area, or will learn everything with equal ease. The good news is mindsets and skills can be taught in order to achieve academic success. Check below a list of some key elements we should be aware of to promote a growth mindset and, consequently, academic success.

Praising plays an important role in the building of a person`s mindset - Praising students for their effort fosters resilience, a key trait in those who hold a growth mindset. Comments like “That’s a really high score.  You must have worked hard at these problems.” make students understand that their effort was responsible for their success and want to work harder to be successful again. 

Cooperation rather than competition promotes a better learning environment. Studies show that students believe that cooperation activities engage students more than competitive ones.

Another predictor of academic success is the feeling of social belonging. Students who develop a bond with their peers and teachers are more engaged, get better grades and are more successful at school.

Teachers and schools need to keep standards high and challenge students. High expectations foster motivated students because teachers invest more time on them, give more attention, constructive feedback and encouragement.

High-quality feedback with clever strategies to facilitate student understanding is among the strongest predictors of student accomplishment and teacher effectiveness. That is because it shows the commitment of the teacher to learning and belief in the student`s capacity for growth. Good teachers are like good parents—at times authoritative but consistently caring.

Scaffolding – Effective teacher seldom gives direct answers and feedback. Instead, they use hints, and gradually provide more specific hints until students answer a question correctly. 

Sense of belonging – It`s important to create a sense of fellowship between students and teachers. One-on-one attention, caring relationships and good rapport is critical. Group work can bring motivational benefits because it encourages cooperation and makes students see that their difficulty with course material is another student`s difficulty as well. Moreover, this sharing lowers the sense of frustration and provides a sense of identity.

In a few words, remind your students that success is possible with dedication, and difficulty is something temporary they can overcome rather than something that is out of their control. Greater effort yields to greater competence and the more we believe in the students` ability to learn, the easier it is for us to do our jobs. 

Tips for a Successful Semester Part 2

One of the best things about teaching is that we get to have a fresh start every semester with new groups of students. We can learn from mistakes made in the past with other groups and correct them, and we can incorporate advice from colleagues into our teaching. We have the chance to adapt new trends and ideas to our context and we have novel learning opportunities with the new people we meet in our classrooms.

Isabela Villas Boas

In order to guarantee a happy, peaceful, and fulfilling semester, some simple tips and rules can come in handy. In this sense, we asked CTJ teachers to write short tips for a successful semester. We hope you find them useful and that you have a wonderful experience with your new groups!

Haline Neiva

Let's try to say positive things to our students; give positive feedback; share positive ideas; create a positive environment; be polite to students, parents, and colleagues. This atitude will surely make the semester lighter and easier.

Daniela Lyra

An inspiring post by Katy Cox http://ctjconnected.blogspot.com.br/2015/02/reading-your-students.html - and her checklist to 'read' our learners reminded me of a document a dear colleague gave me many, many years ago. The document consists of a listo f pbservable aspects, and it could be a gret tool for teachers willing to concentrate on the learners and how they respond and behave in class. I will have it printed out and use it as a starting point for my reflecting back on my classes. 

https://drive.google.com/file/d/0B6eu9Bo67i2eYXRhLTBiM2pEWDQ/view?usp=sharing

Carolina Godoy

Be yourself - students are not looking for a carbon copy of other teachers, regardless of how much these teachers are appreciated. Network and collaborate. Try to exchange ideas with other teachers and look for solutions to the problems that may arise duting the semester together. As the saying goes, "two heads are better than one". And last but not least, have fun and learn to laugh at yourself. Being optimistic is a choice we can all make. 

Juliana Ulharuzo

Here are a few tips that have worked for me, personally. I don't bake for a reason. Still, maybe some of you will benefit from them.

- Being friendly and firm are not mutually exclusive events. 
- When planning a class remember to cater for your students. Cater for what they like, but prioritize what they need.
- We usually have a lot of exercises to correct (graded exercises, compositions, etc). Try to correct them as soon as students hand them in whenever possible. If you manage do this during your 'breaks' you will end up having more time for yourself on the weekend. 
- Depending on your group profile, sending one or more graded exercises to be finished home may cause you a lot of stress. You know that class when nobody is absent, you have managed to cover the topics being assessed and your graded exercise is already printed out? It does not happen by accident. Plan it, and when the time is right give them time to do the graded exercise in class. 
- Maybe you are an experienced teacher (or not). Regardless, if it is your first semester at the Casa or your first semester teaching a certain level/book, do not hesitate to find out who else in your branch or outpost is teaching the same level. Rely on this person to ask questions and share ideas, materials with. You both will benefit from it.

Patrícia Villa

Remember: connection is the key to a good class atmosphere and, as a result, a nice and smooth semester. Look your students in the eyes and establish genuine relationship.

Wellington Duarte

Make sure you establish very good rapport with your students. Have in mind that theyare the ones you are going to be with once or twice a week for the next 5 months!

Marcos Augusto

Make sure you don't overwhelm your students with dates and procedures right on the first day. Assess your group's profile first, so that you can choose the best course of action.

Juliana Benedetti

Foster students' autonomy. There are many ways to enhance learners' self-determination, and you can use 5 minutes of your class to teach them simple techniques. Ask simple questions and set them as goals.
- How can you improve your language learning?
- How do you manage your time?
- Do you know how to upgrade your memory?

Cláudia Farias

Two basic and yet very important words: motivation and respect. If you are at ease and cheerful at what you´re doing, students will notice that and respond back positively. Respect has to do with being attentive and really interested in what your students are saying, thus making a connection with them. Who doesn´t want to be in a light, exciting and safe environment?

Victor Hugo Alves

My tip is that whatever happens, do not give up on your Sts. We inspire, we represent strengh and we make a difference in their lives. Let's do out best and I wish you all an amazing semester!

Inez Woortmann

What else can I add? Guess all the tips above have to do with 3 really important teacher characteristics that we strive to develop (in our own individual and very personal ways), and which contribute to a much more positive and effective teaching and learning environment: RESPECT - a non-judgmental regard for others; EMPATHY- being able to see things from the other's perspective, and AUTHENTICITY- being ourselves, without hiding behind masks, roles or job titles.

Check Part 1 tips

Tips for a Successful Semester Part 1

One of the best things about teaching is that we get to have a fresh start every semester with new groups of students. We can learn from mistakes made in the past with other groups and correct them, and we can incorporate advice from colleagues into our teaching. We have the chance to adapt new trends and ideas to our context and we have novel learning opportunities with the new people we meet in our classrooms.

Isabela Villas Boas

In order to guarantee a happy, peaceful, and fulfilling semester, some simple tips and rules can come in handy. In this sense, we asked CTJ teachers to write short tips for a successful semester. We hope you find them useful and that you have a wonderful experience with your new groups!

José Antônio

If you happen to have a large group of teens, create a seating chart. Always write names of students on the board before the class begins, varying the chart arrangement to build a learning community. Inform them you will change the chart every two weeks. This helps you memorize students' names and see what combinations are problematic or productive. Have a wonderful semester.

Fransérgio Macedo

It's really worth taking a look at the students' progress in the previous books. This will make it possible for you to identify students that are likely to need your help more than the others in the group. You will also be able to assess in which areas he/she could improve more. This will work for all ages.

Derrick Mulder

Don't head straight for the teacher's room every break. Occasionally take the time to show interest in your students outside class time. Use what you learn about them in subsequent classes to grab their attention. Really pay attention to what they're saying and respond with thoughtfulness. Have fun with your students no matter what.

Eneida Coaracy

Try to ask negative questions more often! For example, after giving directions, ask “Is there anyone who doesn’t understand?” instead of asking “Are there any questions?” Why? Because the second type of question unintentionally targets more responsible students, who are more motivated and more likely to speak. Asking if anyone doesn’t know what to do, you are asking every student to consider your question. It’s a self-checking device that makes students productively uncomfortable.

Rita Avila

Take the first day to develop expectations. Students need to know what is expected of them. Although we don't want to set unrealistic goals that will belittle and frustrate students, we do want a cooperative and functional group, one that strives to do their best. I like to let them outline expectations and rules in small groups first. Then in plenary we put all our contributions together for a poster.

Carla Arena

Making a first great impression is the first step for a glorious semester. Icebreakers that surprise and engage can be an effective starting point for that matter. Check our post at http://ctjconnected.blogspot.com.br/2013/02/icbreakers.html. Take time to learn more about your students, to know their preferences and interests. By doing that, they will feel you really care and you can use what your learn from them during the semester when you give examples, for example.

Magda Mendes

Try to bring nice, beautiful material into class whenever possible. This material can be a video clip, a song, a picture or anything else, but it has to be something beautiful. For example, once I showed my Teens 4 group a video clip with a very talented and "different" violin player, Lindsey Sterling (link: https://www.youtube.com/watch?v=0g9poWKKpbU). Two classes later, one of my students came to me and said he liked the video a lot and that he decided to resume playing the violin, as he had stopped playing it some time before. So, I guess we really never realize how a small thing can touch our students, but I think everyone is touched by beauty. Needless to say that something like this builds a connection between you and your students.

Pedro Tapajós

Don't fall behind with your bureaucracy. At the Casa, the rhythm is intense and non-stop. If you leave that memo or signing up for later, you'll inevitably forget it (or you'll get swamped in activities). Be diligent and get those papers in.

Evania Netto

If you are a new teacher at the Casa, you will probably have questions about how things work. Don´t be afraid of asking questions. People here are really helpful and are always willing to explain how something works. Also, it can be an opportunity to make new friends. :) 

Ana Carenina

Every now and then, try and bring a song to work with your groups. Remember to choose a song with the target vocab / grammar / topic that you've been working with in class. It ends up pleasing all ages! Simple and nice.



Check part 2 tips

Google Classroom - The New Classroom

In the first semester of 2014, Casa Thomas Jefferson gained access to Google Apps For Education (GAFE). In August, 2014, Google released the Classroom App as part of GAFE, and so our journey began. 

In the month following this release, we started phase 1 of our New Classroom project. With the help and support of our EdTech Department Head, Carla Arena, and her team, we began using Classroom in two of our Advanced Course groups. We decided we would have our Advanced Course teenagers use it to write their compositions throughout the semester. Once the semester came to a close, we sat together and shared our experiences. We decided it was worth continuing the project the following semester, so we thought about getting more teachers involved and using Classroom. 

Phase 2 of our New Classroom project has been named 'Classroom Gurus' project. One of our goals for this next stage is to create and strengthen a core group of teachers who will become multipliers of the knowledge and skills they will acquire during their engagement with their students, using Google Classroom to optimize the writing process that Advanced students engage in throughout the semester. 

Our first Classroom Gurus meeting

A group of fourteen teachers were invited to join the project this semester, and just yesterday we had the chance of sitting together for a couple of hours to launch phase 2 and get the "Classroom Gurus" inspired and motivated with the project. Our main goal was for them to get a feel for the platform, the new possibilities, the challenges and opportunities ahead through a change to a paper-free paradigm for the compositions students write in the semester with a focus on feedback rather than on the bureaucratic aspects of the writing process, as now this is going to be taken care by Google Classroom. In the platform, much of the back and forth of papers are automatically handled by the system with the automatized creation of students´ papers in Google Docs and the creation of folders for each assignment.

Here are the teachers´ first impressions:




It is a brave new world ahead where we know adjustments, failure and new learning will take place as we move forward. We feel, though,  that it is time to experiment and move on. Another point of the project is to value the human resources we so highly consider in our Institution, Casa Thomas Jefferson. We have a very potent humanware, educators who are ready for the edgy jump into pedagogical innovations when they are recognized, treasured and supported in new edtech endeavors.

Last but not least, there´s the learner spectrum. By promoting a new type of process not only are we reaching them in different ways, but also helping them enhance their own digital literacies that will be so essentially demanded from them in their educational and professional contexts. We, as an educational institution, feel responsible for students´ success in their language learning and life in general.

Reading your Students

“Reading” is a skill you will find yourself cultivating in your students from day one in the classroom until the end of the semester. They use reading to find the right classroom, to register the date and their teacher’s name, to find the Resource Center or the Coordinator’s Office. Reading ability will determine the ease (or difficulty) with which the students interpret written instructions to an exercise or participate in a scripted dialog in a textbook.

Reading may one day lead your students into enlightening research, the expansion of comfortable dimensions of knowledge, the tingle of literary adventure or romance.

But….are you “reading” your students?

Many teachers begin a semester with intense concern for the lesson plan, the materials they will use, the technologies they will employ in the process. Have they reliably led the class from point A to point D, with demonstrably positive results (evident in the students’ overall performance)?

In following the trajectory of a prescribed teaching path, the instructors become so intent on the intermediate and end goals that they may overlook the signs that indicate how the students - on a less obvious level - are absorbing or reacting to the class in question.

Are you (the teacher) attentive to the following “reading” signals: 

• Willing and consistent eye contact 
•  Alert and energetic posture (vs slouching and lounging)
•  Precision in repetition (vs relatively soundless mouthing, avoidance) 
•  Interested, forthcoming collaboration with fellow students
•  Alacrity in response to task initiation and follow-through (vs sluggish foot-dragging that results in frustrated task completion) 
•  Tone of voice (confident vs timid) and nature of attitude (positive projection vs reticent or somewhat surly rejection) 
•  Choice of seating (outside the teacher’s peripheral vision or within easy visual “reach”) 

Reading accurately and with sensitivity; it can make a difference in task success, and an even bigger difference in classroom and lesson management.

Katy Cox

Google Docs and Interaction

I have used google docs as a means of collaborative document for quite a while, but never thought of using it with my students.

After a meeting with Carla Arena, she inspired me to think about something I could do with my group. Something simple, yet challenging.

I decided to invite Teacher Henry on this journey with me. We have a Teens 5 group at the same time. My students are struggling with question forming using the simple past tense. So, here's what we did:

1. We created a document with some instructions for students. In class we gave them a bit.do shortened url as homework (each class had a different url).

2. They were supposed to make a question (using the simple past tense) to another student in another class. So, my students would be making questions to Henry's students and vice-versa.

3. On the following class, we opened the document in class and reviewed all questions. We corrected the ones that had mistakes and talked about how to make questions using their own examples. 

After the questions were all made, we gave them the other class's url, so that they could answer each other's questions. This was also done as homework. One of the challenges we faced after doing the activity was that some of the students weren't able to edit the document and add their contribution. So, we found out that goggle docs can only be edited through a mobile device (cell phones / tablets) if the person is logged on, otherwise he/she can only see it, not edit. However, if the student access the document on a computer, it requires no login. 

As a follow-up, many ideas came to our mind. Some of them are:

- print questions and answers and have students match them.

- have only the answers on a slideshow and then students have to come up with a correct question.

- pair-work where students would use the questions and answers as a conversation.

We decided to gather students in the school gallery. We printed the questions and randomly handed on question to each student. Then, we asked them to ask the question they had in hands to at least five students from the other class. It was fun and very meaningful! They had a very good time! 

                     

As a whole, students got engaged and we felt this practice added value to their learning. It was a meaningful task and involved students in their own learning process, linking the subject with students' own realities. We were able to spot which aspects we still needed to work further on, creating an opportunity for students not only to gain knowledge, but also to be able to apply and use what they have learned in a different yet valuable way. Since students were exposed to the content in a surprising way, the language was possibly more vividly experienced and, therefore, better remembered. 

Here are the pages students worked on:

bit.do/homework55

bit.do/homework55A

Click here to watch a nice video about Google Docs. 

 

     Lilian Marchesoni                           Henry Silva

iPads in the English Classroom: Notability

After using IPads to produce short videos with my students, I became more excited and curious about the power of IPads in the language classroom.  If my students had got all excited about using a simple native app, the camera, what impact could other fascinating apps have on their learning? Therefore, I started attending IPad workshops to become more familiarized with other apps and to learn about other teachers’ experiences with them.  That was how I came across “Notability”, a fun user-friendly app that allows you to write texts through typing or by using “a pen”, to take  pictures and to record texts.  Playing with Notability was really fun, but how could I integrate it into a lesson? As I started a lesson on clothes, I could visualize an effective way to incorporate the use of technology through Notability into my lesson plan. To wrap up the lesson, the students developed a simple project on what their partners were wearing.  Each pair talked about what they were wearing and took each other’s pictures. Then, I showed them how to use notability by producing the model below. 

This is my student. He's Hemmanoel. He's wearing black shoes, jeans, a black belt and a beautiful striped shirt. He's so elegant!

They enjoyed “being  a model”, taking pictures and recording their texts. After they finished the task, they  presented it to the class.  In short, students were excited about working on the iPads and felt proud of their digital production.  Notability allowed them to practice the target structure in a fun and motivating way.

Roberta is wearing a pink sweater, jeans and beige and black shoes. She’s beautiful!
	This is Eduardo. He's my English course friend. He's wearing gray and blue sneakers, white socks, blue jeans, a brown belt, a purple shirt, glasses and a watch.

Google docs for synchronous or asynchronous collaboration

Most of us have used google docs to create and share documents with our peers. I myself have done that in several occasions. However, the mindset is always one so concerned with privacy that I had never hacked my google docs. I mean, I have always made them private and sharable with only the peers involved in a given project. That has changed after Carla Arena showed us that we could make it public and editable by anyone on the web.

Here are some screenshots to show you how you can do that. 

Once I discovered that (I mean, I kind of knew it could be done. I guess I was just concerned with privacy), I decided to try it out with my students. So, I went ahead and created an editable document for my 1B2 – English Access group. In that lesson we were working with describing people. What I did for this activity was to create a document with some pictures and some questions and fill in the blanks activities. In class I gave them a bit.do shortened url and  took them to the computer lab. They logged in and I asked them to work in twos assigning one page to each pair. Once a pair had worked on a page, I asked them to move to another page. They really liked it and I found it was a very effective way to teach and reinforce what they had learned.

Here is the doc http://bit.do/TUwy

Another activity I did that was fun was with my Teens 7. We were working on passive voice. So, I posted some pictures and wrote a model sentence with a passive voice. When we got to the computer lab, they accidentally deleted some of the images I had posted. That was good, because it gave the excuse to ask them to add their own images by copying and pasting from the web. It was really fun 

Here is the link http://bit.do/TUwm 

If you want to do it asynchronously, you can just give the link to students and they will do it from home. 

* I just removed permission to edit because I am publishing and I wanted to prevent unwanted changes to my students' original work. 

Flying Higher with the iTDI Summer School MOOC for English Teachers

At the end of July (July 20^th - August 17^th), the iTDI (International Teachers Development Institute) Summer School MOOC for English Teachers offered  four weeks of daily on-line immersion in TEFL teacher development training, delivering one session at a time by the faculty, mentors, associates, and leading community members of iTDI.

This MOOC was my first step on an exciting journey taken with teachers from over 90 countries, learning to be better teachers together.  In the beginning, I felt lost getting started, especially when downloading the course program into my iPAD (Thank you so much, Cláudio Fleury and Danny Lyra, for your precious help!) and handling the initial session details, especially the necessary audio adjustments. Sometimes, I felt as if I were drowning while I was watching the live discussions and struggled to follow the different types of information I’d get on the screen: listening to the presenters who were usually shown in the right upper corner of the screen; viewing the slides display in a larger portion of the screen; and following the comments in the chat room in the lower right corner of the screen. That seemed too demanding for me! I felt like my brain would go out of orbit and burn! But it didn’t.  Thank god, experiencing the so much celebrated plasticity of brain became a concrete reality to me – sometimes at a high energy cost, I must admit.  However, I’ve learned some strategies and now I know I can do it faster and more comfortably next summer.

All sessions were one hour long, live, conducted in a virtual classroom in Wiziq, and included a pre-session task and a post-session quiz. In accordance with the number of sessions one attended, different certificate participation credits were available.  This year’s program included a wide range of topics such as ‘Teaching English Through Art’, ‘Preflective Lesson Prep: Ideas and Inspirations’, and some curiosity-raising ones, such as ‘#Flashmob ELT’. A variety of inspiring teaching specialists - such as Michael Griffin, Anna Loseva, Matthew Noble, Vicky Loras, Rosely Serra and Ana Menezes - were invited to present in one of the 29 daily sessions in this year’s program.

Experiencing doing this MOOC course was certainly a turning point in my career.  Actually, I’m looking forward to watching the recording of the sessions I’ve missed due to the natural rush and usual demands with coachees and related issues in the beginning of the semester. The fact that the sessions were on a daily basis forced me to miss some of them. The good point about this MOOC is that I can catch up and do the rest of the viewing and tasks at my own pace now at the end of our school semester. Yes.  I highly recommend this MOOC for English Teachers. Fly high with iTDI!

Eneida Coaracy