2)Go and practise and consolidate techniques with sample questions
3) Where after trying sample questions (asynchronous) where there are still areas where there is misunderstanding these could be reviewed in something like a shared whiteboard online.
Motivating students to participate bu creating value for that participation.
Establishing ground rules for learning - what are the expectations, how does it work, how can they get the best grades.
Lots of this sounds great, the potential difficulty I see is the number of late joiners we get in our lessons, it's difficult to establish ground rules over and over again. I think a possible way around this is to create a 'starter module' for the course which goes over these ground rules and also any potential material already covered - especially useful for anxious students who want to do well but are afraid of having missed something.
Teacher can adapt depending on the learners' pace
Learners can help each other
2: to any one who struggles with being distracted or has a hard time in a class room setting
3:I don’t have anything ready quite yet
Cognitivism followed behaviourism and focussed on the mental processes involved in learning, treating the learners mind as a 'black box' an integral and active element in the learning process which needed to be recognised and understood. Constructivism required the learner to input the prior learning and experiences to create new opportunities for learning. Connectivism refers to the influence of modern technologies on how we learn. I certainly believe in the potential for connectivism. Some people may be cynical about this type of learning favouring more traditional methods but the influence of technogy on education is unavoidable now so we must adapt to its coming. I recognise elements of behaviourism, cognitivism and constructivism in mine and my colleagues teaching methods. Positive and negative reinforcement and then more progressive methods of delivering curricula. I think teaching has become a bit more progressive since I was at school in the 1980s but the underfunding of education makes the superficial approach to teaching and learning (cramming knowledge followed by regurgitation in the final exam) the default setting in my opinion.
putting words in order to make sentences (grammar, to practice grammar tenses) or/and then putting paragraphs in order to make an essey - writing practice
watching dialogues at the shop (everyday situation dialogues) - learning vocab & expressions, speaking practice then
As for the tools I might need : tools that allow me to combine various types of different activities based on various kinds of presenting material ( the more the better). Also, different forms of checking and evaluating what the students have learned.
Video sharing (e.g. YouTube, Vimeo). – information literacy, engaged learning, critical reviewing/ thinking, oral communication
Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect). -digital literacy, language proficiency, synthesis of learning
Mobile learning (e.g. smartphone, tablet). – engaged learning, co-learning
Messaging (e.g. Twitter, Yammer). – engaged learning, co-learning, written communication
Google Docs. – written communication, engaged learning, co-learning
It appears there are many tools that I could use to benefit both my delivery and the material received by the learners. I have to explore these additional tools to decide which ones would be right for the classes I wish to teach and those that would best meet the needs of my learners.
2. Whatsapp and Facebook
3. By talking to influential youth group and class representatives of various department in collage.