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University of Toronto 120-hour TEFL | Unit 6 Assignment [Teachaway]

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TEFL Teacher Training

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TEFL Teacher Training

This document serves as Unit 6's assignment for the 120-hour Tefl course with Teachaway. All of the questions and their appropriate answers are included. You can use this document as a guideline for your own assignment, and I guarantee you a 100% pass.

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teach away | unit 6 assignment

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Unit 6 - Assignment
1. Imagine that you are teaching a class of intermediate-level elementary school
students in the UAE. All of them have access to Chromebooks which are
connected to the school's high-speed WiFi.
a. Describe two ways in which you could incorporate CMC into this class.
Make sure to answer the following questions:
(1)What online tool(s) would you use?
(2)Would you prefer synchronous or asynchronous CMC (or
maybe a combination of the two)?
(3)What would your role be in facilitating CMC in this class? In
other words, what would you need to do to set it up and
facilitate it?
(4)What types of tasks would the learners be doing to ensure
that they're getting the most out of this experience?
(5)What potential challenges do you foresee in implementing
CMC in this class?
Your text here:

One way to incorporate CMC into this class is by using an online collaborative document tool, such as Google
Docs. Students can work together synchronously or asynchronously to create and edit documents,
presentations, or spreadsheets. The teacher can assign group projects or tasks that require collaboration and
provide guidelines for students to work together on the shared document. The choice of synchronous or
asynchronous CMC would depend on the specific objectives of the task. Synchronous CMC could be used
when immediate interaction and real-time collaboration are desired, allowing students to work together
simultaneously on the document and discuss their ideas in real-time. Asynchronous CMC, on the other hand,
could be utilized when students can contribute at their own pace and time, giving them flexibility to work on
the document individually and collaborate asynchronously. The teacher's role would be to set up the document,
assign roles or topics, and monitor the students' progress and contributions. They would provide guidance and
support, ensuring that all students actively participate and collaborate effectively. This activity promotes
teamwork, communication skills, and the ability to work collaboratively in a digital environment.

Another way to incorporate CMC is by using a learning management system (LMS) such as Google
Classroom or Moodle. The LMS provides a platform for various types of communication, including
discussions, assignments, and feedback. Students can engage in asynchronous discussions on specific topics,
post their responses, and reply to their classmates' contributions. The teacher can facilitate the discussions,
provide prompts or questions, and ensure that all students participate actively. Asynchronous CMC would be
suitable for this type of activity, as it allows students to contribute their thoughts and responses at their own
pace. Additionally, the teacher can assign and collect assignments through the LMS, providing feedback and
guiding the students' progress. The teacher's role would involve setting up the LMS platform, creating
discussion threads or assignments, and monitoring and guiding the students' participation. This approach
allows for flexibility in terms of timing and pace of communication.

, To ensure that the students get the most out of the CMC experience, tasks should be designed to promote
language practice, critical thinking, and collaboration. For example, students can engage in online debates,
where they present arguments and counterarguments on a given topic using the collaborative document or the
LMS discussion board. They can also engage in peer editing and provide constructive feedback on each other's
written work using the collaborative document. These tasks encourage active participation, critical analysis,
and the application of language skills in an authentic context.

Potential challenges in implementing CMC in this class may include technical issues with the Chromebooks or
the internet connection. Ensuring that all students have equal access to the devices and addressing any
technical difficulties promptly is important. It's also necessary to provide clear guidelines for online behavior
and ensure a safe and respectful environment for communication. As the facilitator, the teacher should provide
support, monitor the students' activities, and encourage active engagement. It may require time management
skills to balance synchronous and asynchronous activities and provide timely feedback to the students.

2. Describe two ways in which you would use SNSs in your classroom. Make sure to
explain how these uses would facilitate language learning.

Your text here:

Using Social Networking Sites (SNSs) in the classroom can be an effective way to engage students and
facilitate language learning. Two ways SNSs can be incorporated into the classroom:

1. Creating a Language Learning Community: One way to use SNSs is by creating a private group or
page specifically for language learning purposes. This platform can serve as a virtual community where
students can interact, share resources, and practice their language skills. Teachers can post language-
related content, such as vocabulary exercises, grammar tips, or reading materials, and encourage students
to engage with the content by commenting, discussing, or sharing their own language learning
experiences. This fosters an authentic and collaborative learning environment, allowing students to
practice writing, reading, and interacting in the target language. Moreover, SNSs provide an opportunity
for students to connect with peers from different cultural backgrounds, enhancing their intercultural
competence.

2. Online Collaborative Projects: SNSs can also be used to facilitate online collaborative projects. Teachers
can assign group tasks or projects that require students to work together on a shared topic or goal. Students
can use SNS features like discussion boards, file sharing, or video conferencing to collaborate and
communicate with their group members. For example, students can work on a research project together,
sharing their findings, collaborating on presentations, or providing feedback to each other. This
encourages active participation, critical thinking, and language use within an authentic context. By
collaborating online, students develop their communication and teamwork skills while using the target
language to accomplish a shared objective.

In both cases, the use of SNSs facilitates language learning by providing an interactive and engaging platform
for students to practice their language skills. Students have the opportunity to engage in authentic
communication, express their thoughts, and receive feedback from both the teacher and their peers. SNSs also
encourage independent learning as students can access resources, review discussions, and engage in language-

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