Week 2 Reflection

I vividly remember the first time I explored information about the ABCD model, there was nothing on my mind. Besides referring knowledge to the teacher, I also searched a lot of information on Google to help me understand more about this. However, after discussing with my teammates today, I have had a deeper understanding of this model and how to make my learning objectives more effective and accurate. 

Actually, I can gain a great number of ideas from my group. Different individuals have their own objectives that are designed based on the ABCD model and their students' backgrounds. Before starting to write a learning objective, all members of my team gave a very detailed and straightforward class description for us to understand the context and general information about students. We are able to identify the different factors of the Framework and apply them in developing objectives as well. First of all, thanks to Hai Duong's learning objective, I take a lesson for myself and my friend that we should be careful when considering writing an objective for the whole lesson instead of an exercise in a lesson whose mistake we found in her assignment. Besides, I acknowledge that while pondering about degree, teachers can use many factors to deliver "how well" of students such as time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards, etc. Additionally, Phuong's sharing encourages me to think about the question "Should we always include an estimated number or proportion in the Degree section (e.g.: at least 80 % of accuracy)?". In our opinion, we should mention this in order to ensure the purpose of students' achievement after the lesson and have a clear objective. Another question raised in her section is "Is it advisable to change the position of A, B, C, or D flexibly?" By cooperating with each other and receiving the suggestion of our teacher, we understand that we can change four features in a different position providing that we ensure the purpose of an objective and logical sentence. In addition, Nhung also gave many creative ideas about their objective. However, she made small mistakes about the selection of the proper condition (C) and the unclear degree (D), then, based on our advice, she could create her second version for the objective. The last objective of Van Anh is quite good, all A, B, C, and D parts are comprehensive and explicit; hence, we just gave feedback about choosing suitable verbs and sentence expressions.

Furthermore, during class discussions after break-out Zoom, I have broadened my horizons about searching engines that support teaching and learning. Some websites are quite similar to Google in terms of interface, and ways of operation; others that focus on slides, pictures, and academic learning are distinct from Google. Teachers can take advantage of utilizing these websites instead of relying on merely Google. 

From my perspective, this module plays a crucial role in my teaching journey because I have more search engines assisting in teaching the second language and cultivating skills to build a learning objective. Honestly, before learning this lesson, I just wrote objectives spontaneously without taking any framework into consideration. Correctly determining and implementing an objective helps not only teachers but also students understand the tasks, content, knowledge, and goals they need to achieve in each lesson.

Don't hesitate to ask me any questions or give me comments. 💓