Week 5: 21-25 October

Dear all,
please find the news for this week below:

Common Time Professional Development Sessions

You can find the details of this week’s sessions below:

DATE & TIME& VENUE TITLE PRESENTER BRIEF INFO
24.10.2019, 09:00-10:30, ScOLa 214 Releasing Tech Power: Savvy Teachers Go Paperless Tugba Yıldırım In this session, participants will be introduced some practical Web 2.0 tools that can be implemented into their instruction. Focusing on the advantages of these tools for language teaching and learning, they will leave equipped with applicable ideas to make technology part of their regular teaching practice.
24.10.2019, 09:00-10:30, ScOLa 314 Reading Club Kezban Altuntaş Reading text: Comparing Frameworks for
21st Century Skills by Chris Dede

Please send an e-mail to presenters by Wednesday if you would like to attend this session so that they can make the necessary arrangements.

 

 

Reflections of the participants on ScOLa Faculty Reading club

ScOLa Faculty Reading club held its first morning reflection session with the participation of nine members and our director, Nergis Uyan. The group reflected on the article Five Minds for the Future by Howard Gardner and shared their experience of helping their students’ develop certain types of thinking. Participants shared their expectations from the club in a video interview, which you can find below.

ScOLa Faculty Reading Club

Week 4: 14-18 October

Dear all,

please find the news and updates for this week below:

1. Common Time Professional Development Sessions

You can find the details of this week’s sessions below:

DATE & TIME& VENUE TITLE PRESENTER BRIEF INFO
17.10.2019, 09:00-10:30, ScOLa 220 Speaking Swapshop Gülçin Coşgun This session will provide the participants with the opportunity to create a checklist for teaching speaking skill effectively and share their experiences/activities with each other and reflect on these practices referring to this checklist.
17.10.2019, 14:45-16:30, ScOLa 220 Releasing Tech Power: Savvy Teachers Go Paperless Tugba Yıldırım In this session, participants will be introduced some practical Web 2.0 tools that can be implemented into their instruction. Focusing on the advantages of these tools for language teaching and learning, they will leave equipped with applicable ideas to make technology part of their regular teaching practice.
17.10.2019, 14:45-16:30, ScOLa 314 Reading Club Kezban Altuntaş Reading text:
Five Minds for the Future by Howard Gardner

Please send an e-mail to presenters by Wednesday if you would like to attend this session so that they can make the necessary arrangements.

Have a great week!

Modern Languages Program celebrated the European Day of Languages

The European Day of Languages was celebrated across the languages taught in MLP through various activities. These activities were not only conducted on 26th September, the celebrations were extended to a week. Below, you can find those activities and photos.

1. Jose Cruz created a Kahoot Quiz and this quiz was used in 23 classes (in 3 different languages: German, Spanish, English) and reached 167 students.

https://create.kahoot.it/share/european-day-of-languages-quiz/73523497-f779-449c-abb5-0f45da56d386

 

 

 

 

 

 

 

 

 

 

 

Below are the photos from Kahoot activity in classes:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Salma Alamassi created an Instagram Quiz and it was announced through Social Media Channels.

Prizes were given to the winners of the Quiz

 

 

 

 

 

 

 

 

 

 

 

 

3. Posters were prepared, printed and posted on the bulletin boards.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. International dishes served at Akkol were named in the original language with the European Day of Languages Logo and the flag of the country.

 

 

 

 

 

 

 

 

 

 

 

 

5. Student messages on celebrating the European Languages Day were recorded and uploaded on MLP Instagram and Facebook accounts with the hashtag #eaqualsEDL19 #ozyeginuniversity #ozuscola #scolamodernlanguages #scolamoderndiller
6. MLP Instructors were also active on MLP Twitter making sure to use the hashtag #eaqualsEDL19 and tag @Eaquals.
7. MLP Instructors brought the European Day of Languages into their classroom through the ready-to-use materials that have been prepared and shared by other teachers on the link provided by EDL website.
Teach-Share

Reflection on VIRAL for Local Communities Project , Erasmus + Staff Mobility Training, 23-28 September 2019 by Deniz Kılavuz

 

As a learner, teacher and a logophile, I like to explore the language from different aspects and observe how it deeply affects our lives. Language learning is surely empowering, helping one become a functional member of a society or part of a wider conversation, opening doors to a wide range of careers leading to a brand new life in another country. It even refreshes and renews us allowing us to express ourselves in a richer lexical dimension, which often goes untranslatable in our mother tongue, which has a predominant effect on our modus operandi.

On the other hand, language learning is a whole package involving cultural, social and even anthropological aspects to be understood. Gaining the ability to use a language comes with its challenges due its multi-layered dynamics. It requires a knowledge of its basic structure, reading the cultural codes through non-verbal expression and understanding the lexical nuances which will sooner or later be confronted in daily life.

Would it be possible to expose a learner to all of this without him/her being physically involved in a real setting?

It seems like YES! Technology renders it always more possible for both learners and teachers to share the experience of real-life situations using a VR tool-kit. Upon receiving an Erasmus+ Staff Mobility Training grant I was able to experience this in person thanks to VIRAL for Communities project.

A group of educators and intercultural specialists from Italy, Poland, Romania, Greece and I, representing Ozyegin University and Turkey, came together for an Erasmus+ Project based on creating an innovative tool-kit for, largely migrant and low-skilled learners of language, aiming at facilitating their integration process. As part of my training, I joined the team for the hands on VR technology implementation. The tool-kit is still going through some improvement works before it is ready for public use.

What is VR Technology?

Virtual Reality (VR) literally renders it possible to experience anything, anywhere, anytime. Yes, you know what I mean especially if you watched Black Mirror series. It probably is the most immersive type of reality technology that can persuade the human brain to perceive an environment or a set of events that are physically inexistent. A fully immersive experience becomes possible through the simulation of authentic experiences provided by a VR device.

During the training in San Miniato (Pisa) I experienced how effective a VR movie could be through the display of real- life cases with a variety of focuses. The focus may change depending on the purpose of the VR movie.  It may be purely on language acquisition or on social codes and manners to convey a moral message.

 

What do you need to create a VR video?

There are some steps to be followed before putting the VR technology into action. As part of the technical training we needed some tools to prepare our own VR movie.

1.A high quality camera making 360 Degree videos look sharp,

2.An invisible stick and a bag that could help hide the invisible stick

The movie created by the tool-kit aims at creating an interactive environment by creating hotspots, which appear as choices within the movie. Those of you who watched the interactive Black Mirror episode ‘’Bandersnatch’’ can relate to the experience. The effect created with hotspots is very similar. Through the hotspots, the viewer is provided with choices that lead to a different unfolding of events. The two images below are from the video created by me and my group mates. The aim is to provide the basic linguistic skills alongside with survival skills needed for buying a bus ticket. The motivation behind these videos is not necessarily to provide impeccable communication examples, but rather to present often challenging situations where the issue is not merely the lack of linguistic skills, but also social and cultural differences. This helps the viewer to grasp a realistic understanding and can empathize more thanks to the use of VR.

Choices from the VR video: ‘’How to buy a Bus Ticket’’

Choice 1. Ask for Info                   Choice 2: Go left                    Choice 3: Go right

VIRAL for local Communities project brought us, people from different life stories and fields of expertise, together with the intent of making a significant impact on an individual’s life through the use of technology.

For further info on the project: https://viral.nkey.it/ltt2-santa-croce-sullarno-san-miniato-23-settembre-02-ottobre-2019/

 

I’d like to give my heartfelt thanks to Carla Sabatini, Gloria Dei, Livio Carella from NKey srl.  and other collaborators of this wonderful project from the University for Foreigners of Perugia, Kamila Kamińska-Sztark, Agnieszka Janik from University of Wrocław, Apses Romania, Eirini Lympousi and Anastasia Meimaridi from Higgs Greece, Luca Norelli from Associazione Dog, the Municipality of Santa Croce sull’Arno and the Municipality of Montaione, Italy.

Week 3: 7- 11 October

Dear all,

please find the news and updates for this week below:

1. Common Time Professional Development Sessions

You can find the details of this week’s sessions below:

DATE & TIME& VENUE TITLE PRESENTER(S) BRIEF INFO
10.10.2019, 09:00-10:30, ScOLa 220 Having fun with grammar Nazan Özçınar Sirel & Ezgi Öner Grammar is the backbone of a language which needs to be presented and practised in class. Presentation is the stage at which students are introduced to the form, meaning and usage of a new piece of language. Teachers cannot not skip this stage if they wish to have their students grasp the necessary items of language. However, if they want their students to understand how to use that language item they need to use various ways of practice activities in class which suit their students’ interest and their own teaching style. Therefore, students need to be provided with opportunities of practice activities that engage them with the target language in order to be succesful language users.
10.10.2019, 09:00-10:30, ScOLa 314 Reading Club Kezban Altuntaş Reading text:

Five Minds for the Future by Howard Gardner

 

10.10.2019,
14:45-16:30ScOLa 220
Speaking Swapshop Gülçin Coşgun This session will provide the participants with the opportunity to create a checklist for teaching speaking skill effectively and share their experiences/activities with each other and reflect on these practices referring to this checklist.

 

Please send an e-mail to presenter(s) by Wednesday if you would like to attend this session so that they can make the necessary arrangements.

2. Conference application procedures document

We would like to inform you that there are some minor changes in the conference application procedures. Please refer to the updated version in the TLDU folder on Z-drive.

3. Cambridge University Press Webinar- Assessing Speaking: How to reduce some of the challenges of evaluating your learners by Craig Thaine  

Date & Time: 15 October 2019,  09:00 BST

Brief Information about the session:

Most formal English language tests and examinations include a component that focuses on spoken language. The aim of this assessment is to determine a learner’s level of spoken competence. The results of these tests are similar to snapshots frozen in time, and they provide learners with useful feedback and some kind of evidence of ability.

At the same time, there is another kind of evaluation of learners’ speaking that is carried out regularly by teachers on English language programmes. Their aim is to determine the kind of progress their learners are making with their oral language and to provide them with feedback for future learning. This is typically known as a Learning Oriented Assessment (LOA) approach to evaluating students’ speaking.

This webinar will outline some of the differences between formal and classroom-based assessment of speaking. It will then look at what aspects of spoken language teachers can evaluate and focus on an LOA approach. It aims to provide practical suggestions that can make the assessment of speaking easier for both the learner and the teacher.

About the speaker:

Craig Thaine is Cambridge DTEFLA qualified and has an MA (Hons.) in Applied Linguistics.  He is currently Director of Teacher Training at Languages International, Auckland and is a Cambridge ESOL Teaching Awards assessor for both the CELTA and Delta schemes.  Craig has extensive experience developing and teaching English language courses to adult learners, including ESP and EAP courses. Craig is co-author of Empower, the general English adult course.

Registration link

 

Week 2: 30 Sept- 4 Oct

Dear all,

please find the news and updates for this week below:

1. Common Time Professional Development Sessions

You can find the details of this week’s session below:

TITLE: Having fun with grammar

PRESENTERS:Nazan Özçınar Sirel & Ezgi Öner

BRIEF INFO:  Grammar is the backbone of a language which needs to be presented and practised in class. Presentation is the stage at which students are introduced to the form, meaning and usage of a new piece of language. Teachers cannot not skip this stage if they wish to have their students grasp the necessary items of language. However, if they want their students to understand how to use that language item they need to use various ways of practice activities in class which suit their students’ interest and their own teaching style. Therefore, students need to be provided with opportunities of practice activities that engage them with the target language in order to be succesful language users.

DATE & TIME& VENUE: 03.10.2019, 14:45-16:30, ScOLa 220

Please send an e-mail to ezgi.oner@ozyegin.edu.tr or nazan.ozcinar@ozyegin.edu.tr by Wednesday if you would like to attend this session so that they can make the necessary arrangements.

2. ScOLa Clubs

As of this week, we start running our clubs. You can find the table re. the details below. Could you please remind your students that they can benefit from these clubs during their free time?


3.  Project Classes

The project classes will start this week and all students have been informed about their timetables.

148 students were enrolled in A2 project classes and there will be 14 sections. Since 214 level students were enrolled in the course, there are 16 different sections for B1 project.

4. Study Center

Study center will start providing support to our Prep students in the areas that they need additional individual support as of this week. We will also have Speaking Practice Slots when the students can have a chance to chat with our native speaker instructors. Please direct your students who seek that type of support to the available slots in the Study Center as of Week 2. You can find this semester’s poster below:

 

 

 

 

 

 

 

 

 

 

 

5. October Birthdays

WEEK 1: 23-27 September

1. ScOLa Symposium

Last week we had the opportunity to come together and spend a whole day to share our knowledge, experience or our best practices with each other. We hope we all benefitted from the symposium and had some quality time to reflect on what we have been doing, to listen to each other and to share our valuable ideas. You can find some photos below but you can access all the photos from the event on Z-drive in TLDU folder. If you have any feedback regarding the organization, please share it with TLDU so that we can take it into consideration for future events. Once again we would like to thank all the colleagues who volunteered to give a session and we hope we will continue sharing our valuable ideas with each other.

 

2. Session by Gareth Rees

Gareth Rees, who is one of the authors of Language Hub B1, visited our school and gave a session on enhancing and extending our use of video for language learning. After this session, he met the group who will be using the Language Hub to talk about the book and its components.

3. Common time professional development sessions

We will continue having our developmental sessions with the help of our voluntary instructors who would like to share good practices with ScOLa. You can find the list of the sessions that are going to be held in the Fall Semester using the link below:

Sessions

4. Project Classes

Students are going to register for the A2 & B1  Project classes this week and the lessons will start next week.

5. ScOLa Clubs

This module we have 10 different clubs for our students and they will start running in Week 2. You can see the posters below for the detailed information.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. Study Center

This year we’ll continue providing support to our Prep students in the areas that they need additional individual support.  We will also have Speaking Practice Slots when the students can have a chance to chat with our native speaker instructors. You can direct your students who seek that type of support to the available slots in the Study Center as of Week 2. You can find this semester’s schedule below:

Study Center Hours Tuesday 10:45-16:35
Wednesday 10:45-16:35
Thursday 10:45-16:35
Friday 10:45-12:35
Speaking Slots Wednesday 10:45-12:35
Wednesday 12:45-14:35
Support Lessons For Extension Groups Wednesday 08:40-12:35 B2 Extension
Friday 08:40-12:35 B1 Extension

7. Academic ELT Online Conference by Cambridge University Press (29 October – 31 October 2019)

You can join a series of free webinars designed for teachers of academic English, listen to a variety of engaging topics delivered by leading academic experts, discuss and share thoughts with like-minded people and receive a certificate of attendance with every webinar you attend.

You can access the programme from the link below and register for the webinars:

Programme & Registration

7. Cambridge University Press Webinar: When students learn to work together: fostering collaboration in the ELT classroom


3 October 2019 12:00 BST

Speakers: Daniel Vincent and Ben Knight

The ability to collaborate effectively with others is a key life competency that can be fostered through all stages of the learning journey, and one which ELT teachers are well-placed to help develop. In this webinar, Ben Knight and Daniel Vincent will talk about the different elements of successful collaboration, showing how they can be brought out through the teaching of English at all ages, and will offer a number of examples of collaborative activities that teachers can do in class.

About Daniel Vincent

Daniel has been a teacher of English for over 15 years
He has experience in materials and course development, and is authoring a new teens course for Cambridge University Press
Daniel is currently a teacher and coordinator for the British Council

About Ben Knight

Ben is Director for Language & Pedagogy Research at Cambridge University Press
He uses high quality academic research to develop more effective learning materials and resources
With his expertise in curriculum development and pedagogical research, he helps to underpin Cambridge’s educational resources with research-based insights and conceptual models

Registration link

Reflection on ‘Teacher Refresher Course’ by Sinem Altuğ

Within the scope of Erasmus Staff Training Program, I attended ‘Teacher Refresher Course’ in UCC in Ireland between the dates 19-30 August 2019. The course offers the following:

• Methodology and latest ELT developments;
• Developing material evaluation and creation skills;
• Integrating technology into the classroom;
• Developing effective language skills and language system lessons;
• Developing skills to integrate pronunciation improvement effectively into your teaching contexts;
• Developing skills for different teaching contexts and environments;
• Empowering learner autonomy.

As the name suggests, the course refreshes the existing ELT knowledge of English Language Teachers and lecturers for whom English is a Medium of Instruction (E.M.I) and introduces new trends in an engaging and fun way. As a part of the program, I had the chance to observe two lessons in the summer school. One of them was B1 and the other one was B2 level English classes. The learners were international students from different countries ranging from Spain to Japan. In these lessons, I observed a real classroom setting where the teachers integrated games in lessons and how they managed time during one class hour. This experience gave insights not only about how to allocate time efficiently to each activity, but also how to engage students from different cultural backgrounds in classroom activities.
Moreover, there were various classes throughout the course such as Phonology, student centered approaches to engaging grammar lessons, strategies and techniques to improve learners’ skills, classroom management: dealing with mixed abilities & learning styles, teacher& learner roles, using authentic materials and evaluating commercial materials, integrating technology into the classroom and latest approaches in language teaching. I can say that I benefitted a lot from the lessons as well as from my classmates when we exchanged information about classroom activities and some ways about motivating our own students.

The program also included cultural visits to important landmarks as well as social activities to mingle with other participants and international students. So, I had a great experience by refreshing my knowledge in ELT and establishing new network with other participants.

Reflection on ERASMUS + Teaching Mobility by Selcuk Bilgin

Between the dates 13.06.2019 and 17.06.2019 I had the chance to deliver language classes at Faculty of Economics, Josip Juraj Strossmayer University of Osijek. My teaching was granted by ERASMUS office of Özyeğin University within the framework of ERASMUS + Teaching Mobility grants.

It was my first experience to teach abroad and it provided me a different insight into the tertiary level language education in Europe. The university that hosted me is located in the eastern part of Croatia, very close to Serbia and Bosnia and Herzegovina and Hungary, so there were many students coming from these countries to get education. Though it was a quite small city, the university is quite populated with a number of 18.000 students approximately. The language education is embedded into the undergraduate degrees, so there is not a separate unit or department delivering prep year or sole language courses throughout the university. There were 3 lecturers delivering courses, one of whom was on holiday at that time. In classes I was given chance to appear on the stage, I conducted one grammar and one reading class, and students were really eager to listen to a lecturer from a different background. As I have interest in educational technologies, I tried to integrate as much technology as I could. To give some example, flip-grid was one of the tools I used as a main component of my class. It was my first trial of this tool; however, students’ reaction and feedback was really constructive because they used a different platform to share their ideas to the whole class. The lecturer of the course was also interested in the use of this tool, and she was eager to use it later in her classes.

Apart from the classes, our conversation about language teaching in a calm environment after classes was also satisfying. The language education programmes at tertiary level is a bit different from each other, but each system has their own pros and cons. One thing that attracted my attention was the level of English that students poses at my host university. Though there were some really weak students in terms of English language proficiency, the majority was quite effective in comprehending and using the language. As far as I could see, their language education at high, secondary and primary school was also effective and they could enrol into a degree in which majority of the courses was delivered in English.

Besides teaching abroad at tertiary level, it was also a great feeling to see that one of my former students, who graduated a few years ago, was taking part in an ERASMUS + Exchange programme in which he played an active role and taught some classes at the same university. We had a very good exchange of ideas, and his vision worth to appreciate. I think this is one of the best contributions of this profession.