massive open online course (mooc) - world learning · post-mooc survey 2960 no. of “active...
TRANSCRIPT
MASSIVE OPEN ONLINE COURSE (MOOC)
TEACHING STRUGGLING READERS AROUND THE WORLD ANALYSIS REPORT
TABLE OF CONTENTS
Preface 3
Course Developers 4
Total Student Responses Analysis Report 5
Interim Survey Analysis Report 6-9
Quiz Item Analysis Report 10-12
Post-MOOC Survey Analysis Report 13-17
Impact of MOOC Analysis Report 18-24
2
World Learning believes everyone has the right to a high-quality education. Yet in our work with teachers across the globe, we often hear the same thing: children everywhere face serious obstacles in learning to read, whether they speak a different language at home or have a disability that requires its own way of learning.
In March, World Learning launched Teaching Struggling Readers Around the World to provide teachers, parents, and caregivers with strategies to overcome those challenges. Developed in partnership with The Chinese University of Hong Kong with funding from the university’s Project Impact Enhancement Fund 2018-19, this massive online open course (MOOC) draws on research from around the world to explore how children learn to read and shares techniques that can be adapted to any language or cultural context. The course also encourages educators to tackle their common challenges together.
As you will learn in this report, Teaching Struggling Readers Around the World has been a success. In its first iteration, the course attracted more than 7,500 participants from 99 countries, including the United States, India, Lebanon, Pakistan, Latvia, Barbados, and the Philippines. While 72.6 percent of participants were teachers, another 18.6 percent were parents or caretakers. Nearly 40 percent of participants completed the course, an impressive completion rate among MOOCs.
Moreover, participants came away better equipped to help children learn to read. In a post-program survey, 99.8 percent of participants agreed the course was a good resource to learn reading skills that help identify learners’ strengths and weaknesses, while 99.5 percent said it revealed engaging ways to help children practice reading. These findings provide critical insight into how World Learning can meet the needs of everyone who is helping children learn to read. None of this would be possible without the contributions of many. On behalf of World Learning, I’d like to first thank the course developers: our own Senior Education & Research Specialist, Dr. Kara McBride, and Chinese University of Hong Kong professor Catherine McBride, whose research on children’s literacy development informed the curriculum. Many thanks are also owed to all those who contributed by sharing their expertise, reviewing the curriculum, facilitating discussions during the MOOC, and other critical roles.
But the biggest thanks of all goes out to our global community of teachers, parents, caregivers, and other educators. Your commitment to helping all children learn to read—and learn to love reading—is inspiring. I look forward to continuing to work together to ensure education is inclusive and leads to brighter futures for all children.
Josephine Clark KennedyDivisional Vice President, Global Education and Development, World Learning
PREFACE
3
Kara McBride is a senior education and research specialist at World Learning and was the technical lead for the online course design of Teaching Struggling Readers Around the World. She applied to this online course the expertise that she gained in designing two other massive open online teacher professional development courses for the E-Teacher program sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs. Kara is also providing technical assistance to Lebanon’s QITABI-2 (Quality Instruction Towards Access and Basic Education Improvement), a USAID-funded education reform program that aims to improve the teaching and learning of reading, math, and social and emotional learning in all of Lebanon’s public primary schools.
Before coming to World Learning, Kara was a tenured associate professor in the Department of Languages, Literature and Cultures at
Saint Louis University, where she led teacher education for the department and served as director of the Spanish master’s degree program. Her publications include journal articles and book chapters on online task design, language acquisition, and service learning. She is co-editor (with Nolvia Cortez and Elizabeth Esparza) of the Spanish-language book Let’s Teach! A Practical Guide for Language Teachers (A enseñar: Una guía práctica para los maestros de idiomas, 2018).
Kara holds a PhD in Second Language Acquisition and Teaching from the University of Arizona, a master’s degree in TESOL from Indiana University, a master’s degree in Spanish from Purdue University, and a bachelor’s degree in philosophy from the University of Oregon.
Catherine (Cammie) McBride was the lead content designer of Teaching Struggling Readers around the World, based partly on two books that she wrote on this topic, namely, Children’s Literacy Development: A Cross-Cultural Perspective on Learning to Read and Write (2016) and Coping with Dyslexia, Dysgraphia, and ADHD: A Global Perspective (2019). She is a professor of developmental psychologist at The Chinese University of Hong Kong, past President of the Society for the Scientific Study of Reading, and current President of the Association for Reading and Writing in Asia. She also currently serves on the Scientific Advisory Board for the International Dyslexia Association. Cammie has edited three additional books (on Chinese literacy, akshara literacy, and early literacy across cultures) and authored approximately 220 peer-reviewed journal articles on reading development and impairment across cultures. Cammie earned a bachelor’s degree from Oberlin College and a master’s and PhD from the University of Southern California; she did
a postdoc at Florida State University. She also spent 10 months on a Marie Curie Fellowship at the University of Freiburg in 2017. For more information on her literacy- and math-related work, please see her website (cammiemcbride.com).
COURSE DEVELOPERS
4
Total Student Responses Analysis Report
Number of Total Student Responses on all Quizzes, Self-Assessments, Self-Checks and Surveys on MOOC
Module Activity No. of student response Welcome Survey 2471
1
Interim Survey 4304
Self-Check 4219Quiz 4129Self-Assessment 4029
2Quiz 1 3699Quiz 2 3654Self-Assessment 3621
3Quiz 1 3459Quiz 2 3439Self-Assessment 3395
4Quiz 3292Self-Assessment 3225
5
Quiz 1 3152Quiz 2 3145Self-Check 3120Self-Assessment 3117
User Experience Survey 3032 Post-MOOC Survey 2960
No. of “Active Users” of MOOCNo. of “Active Users” 4304% of “Active Users” based on total no. of enrolled students 56.62%*”Active Users” defined as students who participated in at least one activity: Interim Survey.
% of Students Completed 60% of MOOCbased on total no. of enrolled students 44.67%based on “Active Users” 78.88%*”Students completed 60% of MOOC” defined as students who completed the last activity in Module 3: Self Assessment.
MOOC Completion Rate (100%)based on total no. of enrolled students 38.94%based on “Active Users” 68.77%*”Students completed MOOC” defined as students who completed the last activity: Post-MOOC Survey.
5
Distribution by Country on Total Interim Survey Response
Country No. of response The Philippines 3215 75.24%
India 203 4.75%
United States of America 166 3.88%
Australia 152 3.56%
Canada 103 2.41%
Hong Kong SAR 65 1.52%
Nepal 25 0.59%
China 19 0.44%Cambodia 18 0.42%Pakistan 16 0.37%Singapore 15 0.35%Israel 14 0.33%South Africa 13 0.30%Spain 10 0.23%Palestine 9 0.21%Portugal 9 0.21%Turkey 9 0.21%United Kingdom 9 0.21%Indonesia 8 0.19%Mexico 8 0.19%New Zealand 8 0.19%Nigeria 8 0.19%Algeria 7 0.16%Brazil 7 0.16%Myanmar 6 0.14%Uruguay 6 0.14%Ethiopia 5 0.12%Honduras 5 0.12%Iraq 5 0.12%Japan 5 0.12%Jordan 5 0.12%Russia 5 0.12%Norway 4 0.09%Saudi Arabia 4 0.09%Thailand 4 0.09%Uganda 4 0.09%United Arab Emirates 4 0.09%
Interim Survey Analysis Report
6
Argentina 3 0.07%Germany 3 0.07%Greece 3 0.07%Laos 3 0.07%Malaysia 3 0.07%Morocco 3 0.07%Rwanda 3 0.07%Tunisia 3 0.07%Bangladesh 2 0.05%Bolivia 2 0.05%Egypt 2 0.05%El Salvador 2 0.05%Guatemala 2 0.05%Italy 2 0.05%Kazakhstan 2 0.05%Kuwait 2 0.05%Kyrgyzstan 2 0.05%Nicaragua 2 0.05%North America 2 0.05%Panama 2 0.05%Senegal 2 0.05%Sierra Leone 2 0.05%The Netherlands 2 0.05%Venezuela 2 0.05%Zambia 2 0.05%Barbados 1 0.02%Belarus 1 0.02%Belgium 1 0.02%Brunei 1 0.02%Burundi 1 0.02%Cameroon 1 0.02%Chad 1 0.02%Cyprus 1 0.02%Dominican Republic 1 0.02%Ecuador 1 0.02%Fiji 1 0.02%Finland 1 0.02%France 1 0.02%Georgia 1 0.02%Ghana 1 0.02%Guyana 1 0.02%Haiti 1 0.02%Kuwai 1 0.02%
7
Latvia 1 0.02%Lebanon 1 0.02%Luxembourg 1 0.02%Mali 1 0.02%Malta 1 0.02%Mauritius 1 0.02%Mongolia 1 0.02%Oman 1 0.02%Peru 1 0.02%Qatar 1 0.02%Romania 1 0.02%Sri Lanka 1 0.02%Switzerland 1 0.02%Tamil Nadu 1 0.02%Tanzania 1 0.02%The Republic of Trinidad and Tobago 1 0.02%Ukraine 1 0.02%Vietnam 1 0.02%Zimbabwe 1 0.02% Summary Countries covered 99Total no of response 4273
Category No. of response Teacher Working with Young Children 3123 72.56%Curious about MOOC Design 972 22.58%
8
Parent or Caretaker of a Young Child 801 18.61%Teacher Trainer 663 15.40%Others 531 12.34%Researcher in Literacy (Includes Graduate Student) 398 9.25%Special Education Teacher 322 7.48%Early Grade Education Student 221 5.13%Materials Developer 216 5.02%School Administrator 146 3.39%Working for NGO 139 3.23%Part of a Ministry or Department of Educa-tion/ Education Policy Maker 100 2.32%School Counselor 88 2.04% *Roles are mutually exclusive.
*Percentage based on Total Student Responses (4,304).
191858: Which of these roles explains why you decided to take this course? You can select more than one answer.
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12
191869: This course is a good resource to learn about different reading skills that can help with identifying learners’ strengths and weaknesses.
No. of responseTRUE 2929 99.76%
FALSE 7 0.24%Total 2936 100.00%
191868: This course is a good resource to learn about fun and engaging ways to give children practice with reading skills.
No. of response TRUE 2914 99.49%FALSE 15 0.51%Total 2929 100.00%
191867: This course is a good resource to learn about how to target weaker reading skills.
No. of response TRUE 2908 99.32%FALSE 20 0.68%Total 2928 100.00%
191866: This course is a good resource to learn about how to read effectively with children.
No of response TRUE 2910 99.42%FALSE 17 0.58%Total 2927 100.00%
Post-MOOC Survey Analysis Report
Total ResponsesTotal Student Responses
29612960
13
191865: This course is a good resource to learn about how to help to build children’s vocabulary knowledge.
No. of response TRUE 2895 98.84%FALSE 34 1.16%Total 2929 100.00%
191871: Learning about how reading works allows me to help kids read.
No. of response TRUE 2924 99.80%FALSE 6 0.20%Total 2930 100.00%
191872: This course is a good resource for teachers, parents, and educators alike.
No. of response TRUE 2920 99.52%FALSE 14 0.48%Total 2934 100.00%
191873: How did the course help you/ your teaching? Please give an example.
Category No. of response Effective Multimedia Course Materials 23 0.78%Acquisition of Evidence-based Knowledge in Teaching Reading 481 16.25%Practical Skills and Resources for Future Use 1576 53.24%
Practical Skills and Resources for Past and Current Use 243 8.21%Application in Multilingual Contexts 31 1.05%Suggestions for Improvement 4 0.14%Other Comments 230 7.77%No Details Provided 372 12.57%Total 2960 100.00%
14
Distribution by Gender on Total Response
Gender No. of response Female 2268 83.17%Male 453 16.61%Neither of the above 6 0.22%Total 2727 100.00%
Distribution by Country on Total Response
Country No. of response The Philippines 2164 79.73%India 104 3.83%Australia 78 2.87%United States of America 77 2.84%Canada 48 1.77%Hong Kong SAR 38 1.40%Nepal 21 0.77%China 12 0.44%Singapore 10 0.37%Pakistan 9 0.33%Brazil 7 0.26%Cambodia 7 0.26%Israel 7 0.26%South Africa 7 0.26%Spain 6 0.22%Indonesia 5 0.18%Palestine 5 0.18%Portugal 5 0.18%Saudi Arabia 5 0.18%Algeria 4 0.15%Jordan 4 0.15%Mexico 4 0.15%Nigeria 4 0.15%Turkey 4 0.15%Ethiopia 3 0.11%Iraq 3 0.11%Japan 3 0.11%
15
Malaysia 3 0.11%Myanmar 3 0.11%Russia 3 0.11%Argentina 2 0.07%Bangladesh 2 0.07%El Salvador 2 0.07%Guatemala 2 0.07%Honduras 2 0.07%Laos 2 0.07%Morocco 2 0.07%New Zealand 2 0.07%Norway 2 0.07%Sierra Leone 2 0.07%Thailand 2 0.07%Tunisia 2 0.07%Uganda 2 0.07%United Kingdom 2 0.07%Uruguay 2 0.07%Barbados 1 0.04%Belarus 1 0.04%Bolivia 1 0.04%Burundi 1 0.04%Cameroon 1 0.04%Chad 1 0.04%Cyprus 1 0.04%Dominican Republic 1 0.04%Finland 1 0.04%France 1 0.04%Georgia 1 0.04%Germany 1 0.04%Ghana 1 0.04%Greece 1 0.04%Italy 1 0.04%Kyrgyzstan 1 0.04%Latvia 1 0.04%Lebanon 1 0.04%Mauritius 1 0.04%Mongolia 1 0.04%Nicaragua 1 0.04%Oman 1 0.04%
16
Panama 1 0.04%Romania 1 0.04%Rwanda 1 0.04%Tamil Nadu 1 0.04%The Netherlands 1 0.04%Ukraine 1 0.04%United Arab Emirates 1 0.04%Venezuela 1 0.04%Zimbabwe 1 0.04%
Summary Countries covered 76Total no. of response 2714
17
Imp
act
of
MO
OC
Ana
lysi
s R
epo
rt
1918
73: H
ow d
id t
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our
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ase
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ased
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18
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arni
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ead
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ting
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rap
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h re
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g r
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lear
ned
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rd
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oca
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ary
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pe
to t
ry, a
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lear
ned
ho
w s
ecti
on
on
dia
log
ic r
ead
ing
w
ith
exam
ple
s an
d p
ract
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was
so
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pfu
l.S
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nite
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tate
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mer
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elp
ed m
e id
enti
fy fl
aws
in m
y te
achi
ngs,
and
exp
ecta
tio
ns t
hat
I hav
e fo
r m
y le
arne
rs. I
am
g
rate
ful f
or
the
info
rmat
ion
shar
ed a
nd I
see
inst
ant
op
po
rtun
itie
s to
ap
ply
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lear
ning
into
my
clas
s.
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dit
iona
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ave
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eo (
aud
io)
to f
ollo
w w
ith
wri
tten
co
nten
t w
as e
xtre
mel
y he
lpfu
l. I fi
nd it
cha
l-le
ngin
g t
o r
ead
larg
e ch
unks
of
text
s w
itho
ut b
eing
eas
ily d
istr
acte
d, s
o s
ecti
ons
tha
t ha
d a
udio
w
ere
a lo
t m
ore
acc
essi
ble
. I k
now
I p
icke
d u
p m
ore
fro
m t
hose
pag
es t
hat
I did
in o
ther
sp
aces
. H
avin
g t
he o
pti
on
to d
ow
nlo
ad t
he P
DF
s al
so h
elp
ed, a
s I c
oul
d u
se t
ext
to s
pee
ch f
eatu
res
to
read
as
wel
l.SY
Ind
ia
I ap
pre
ciat
e ho
w t
he v
ideo
I w
atch
ed in
one
of
the
less
ons
tha
t sh
ow
s d
ialo
gic
rea
din
g. I
t g
ave
me
an id
ea h
ow
to
invo
lve
stud
ents
in t
he r
ead
ing
pro
cess
and
mak
e th
em e
ager
to
thi
nk a
nd r
elat
e to
th
emse
lves
the
thi
ngs
they
are
rea
din
g.
KN
The
Phi
lipp
ines
Var
ious
act
ivit
ies
that
wer
e su
gg
este
d w
ere
go
od
. Vid
eos
wer
e he
lpfu
l to
see
the
act
ivit
ies
in a
c-ti
on
and
to
list
en t
o s
om
e o
f th
e ex
per
ts in
the
fiel
d.
UH
Ind
iaH
avin
g a
fo
rum
whe
re p
eop
le f
rom
the
aro
und
the
wo
rld
wer
e p
arti
cip
atin
g in
gav
e m
e an
insi
ght
in
to r
ead
ers
aro
und
the
wo
rld
- it
was
rea
l per
spec
tive
s, f
rom
rea
l peo
ple
fro
m a
roun
d t
he w
orl
dN
A/
19
C
ateg
ory
No.
of
resp
ons
e
Acq
uisi
tio
n o
f E
vid
ence
-bas
ed K
now
led
ge
in T
each
ing
Rea
din
g4
81
16.2
5%
Co
mm
ent
Stud
ent
nam
eC
oun
try
Thi
s co
urse
is a
n ey
e o
pen
er f
or
me
to h
elp
lear
ners
in t
heir
rea
din
g p
rob
lem
s an
d t
o d
evel
op
re
med
iati
on
acti
viti
es in
the
iden
tifi
ed p
rob
lem
s. u
po
n kn
ow
ing
the
ir b
ackg
roun
d a
nd is
sues
, I a
m
now
rea
dy
to p
rovi
de
sup
po
rt o
n ho
w t
hey
coul
d s
tart
rea
din
g. i
hav
e to
sta
rt w
here
the
y ar
e an
d
crea
te in
stru
ctio
nal m
ater
ials
rel
ativ
e to
the
ir r
ead
ing
diffi
cult
ies.
RF
The
Phi
lipp
ines
Fo
r m
e, t
his
cour
se w
as a
n ey
e-o
pen
er t
o h
ow
ap
pro
achi
ng r
ead
ing
by
loo
king
at
the
four
diff
er-
ent
com
po
nent
s o
f it
(m
orp
holo
gy,
pho
nolo
gy,
ort
hog
rap
hy a
nd a
uto
mat
izat
ion)
can
be
used
to
un
der
stan
d t
he t
wo
lang
uag
es t
hat
I rea
d a
nd w
rite
in a
nd h
ow
to
tra
nsla
te t
hat
into
bet
ter
stra
te-
gie
s fo
r te
achi
ng b
oth
rea
din
g a
nd w
riti
ng t
o s
trug
glin
g r
ead
ers.
I lo
ok
forw
ard
to
put
ting
all
thes
e in
to u
se!
GW
Zim
bab
we
I am
no
t a
cert
ified
tea
cher
, so
I d
id n
ot
fully
und
erst
and
the
cha
lleng
es c
hild
ren
go
thr
oug
h w
ith
read
ing
or
why
, so
thi
s co
urse
pro
vid
ed a
hel
pfu
l, un
der
stan
dab
le p
latf
orm
fo
r m
e to
acc
ess
that
kn
ow
led
ge.
My
favo
urit
e p
art
was
the
exe
rcis
es f
rom
Mo
dul
es 4
and
5 I
foun
d t
hem
the
mo
st n
ec-
essa
ry a
t th
is t
ime,
whe
n I r
efer
ence
the
kid
s I h
ave
help
ed le
arn
to r
ead
alo
ng w
ith
the
kid
s in
my
com
mun
ity
who
will
be
star
ting
to
lear
n. T
hro
ugh
each
mo
dul
e an
d e
ach
knew
co
ncep
t th
at w
as
taug
ht, I
fel
t m
ore
em
po
wer
ed t
oo
hel
p o
ut w
ith
situ
atio
ns o
f st
rug
glin
g r
ead
ers
in m
y co
mm
unit
y.A
DB
arb
ado
sA
s a
colle
ge
assi
stan
t p
rofe
sso
r, I h
and
le In
tro
duc
tio
n to
Lin
gui
stic
s an
d A
pp
lied
Lin
gui
stic
s,
cour
ses
that
hel
p p
re-s
ervi
ce la
ngua
ge
teac
hers
to
pre
par
e fo
r th
eir
futu
re c
aree
r in
ed
ucat
ion.
T
his
cour
se is
hel
pfu
l in
adva
ncin
g m
y kn
ow
led
ge
on
how
ling
uist
ic c
onc
epts
like
pho
nolo
gy,
p
hone
mic
aw
aren
ess,
mo
rpho
log
ical
aw
aren
ess
amo
ng o
ther
co
ncep
ts c
an b
e ap
pro
pri
ated
in
lang
uag
e cl
assr
oo
ms,
par
ticu
larl
y in
tea
chin
g r
ead
ing
. The
co
ncep
ts a
nd p
rinc
iple
s d
iscu
ssed
in
this
MO
OC
are
no
t o
nly
app
licab
le in
TE
SL
or
TE
FL,
whi
ch is
my
fiel
d b
ut a
lso
hel
pfu
l in
mat
eria
l d
evel
op
men
t in
Mo
ther
To
ngue
-Bas
ed In
stru
ctio
n, w
hich
I in
tend
to
exp
lore
in t
he n
ear
futu
re.
CS
The
Phi
lipp
ines
As
a p
aren
t an
d e
duc
ato
r, it
hel
ps
me
kno
w w
here
to
sta
rt a
nd d
eal w
ith
the
read
ing
pro
ble
m
stra
teg
ical
ly. T
he c
our
se p
rovi
ded
me
muc
h ne
eded
sup
po
rt t
o g
row
pro
fess
iona
lly a
nd b
e ab
le
to g
ive
mo
re t
o m
y le
arne
rs. T
o d
eter
min
e th
e p
rob
lem
as
to w
here
the
y ar
e ro
ote
d is
imp
erat
ive
in k
now
ing
the
ap
pro
pri
ate
app
roac
hes
and
str
ateg
ies
to u
se. O
ur le
arne
rs le
arn
bes
t in
diff
eren
t w
ays
and
diff
eren
t st
yles
. Our
ro
le a
s a
teac
her
and
par
ent
are
furt
her
stre
ngth
ened
up
on
kno
win
g
all t
hese
. Tha
nk y
ou.
RY
The
Phi
lipp
ines
20
C
ateg
ory
No.
of
resp
ons
e
Pra
ctic
al S
kills
and
Res
our
ces
for
Fut
ure
Use
1576
53.2
4%
C
om
men
tSt
uden
t na
me
Co
untr
y
Thi
s co
urse
dev
elo
p m
y sk
ills
in t
each
er y
oun
g le
arne
rs f
or
alth
oug
h I a
m in
to t
each
ing
my
focu
s is
tea
chin
g b
usin
ess
cour
ses
to c
olle
ge
stud
ents
. No
w, I
am
rea
dy
to t
each
rea
din
g a
nd w
riti
ng
to g
rand
kid
s an
d I
am e
xcit
ed t
o d
o it
thi
s su
mm
er. T
hank
yo
u fo
r g
ivin
g m
e th
e o
pp
ort
unit
y to
le
arn.
I in
tend
to
enr
oll
in o
ther
co
urse
s in
the
fut
ure.
E
DT
he P
hilip
pin
es
I am
a r
ead
ing
tea
cher
and
eve
ryth
ing
tha
t is
in t
his
cour
se is
a g
old
. I r
eally
love
thi
s co
urse
and
th
is f
urth
er e
qui
pp
ed m
e in
bec
om
ing
a g
oo
d r
ead
ing
tea
cher
. W
hat
I lea
rned
her
e w
ill b
e us
ed o
n m
y re
adin
g p
rog
ram
thi
s Ju
ne. I
can
’t t
hank
yo
u en
oug
h!JH
/T
his
cour
se is
, in
a w
ay, a
ver
y ti
mel
y an
d g
oo
d o
ne b
ecau
se a
t th
e m
om
ent
i was
tas
ked
in o
ur
scho
ol t
o h
and
le s
trug
glin
g le
arne
rs. F
rom
my
read
ing
s an
d t
he le
sso
ns i
have
und
erg
one
in t
he
diff
eren
t m
od
ules
, i h
ave
gai
ned
a lo
t in
ter
ms
of
met
hod
s, t
echn
ique
s, s
trat
egie
s, a
nd in
stru
ctio
n-al
res
our
ces
to u
se in
tea
chin
g E
nglis
h to
my
pup
ils. I
will
use
all
of
wha
t i h
ave
lear
ned
to
imp
rove
m
y in
stru
ctio
n an
d t
o h
elp
lear
ners
bec
om
e th
e b
est
read
ers
and
wri
ters
the
y ca
n ev
er b
e! T
hank
yo
u, M
OO
C!
AW
The
Phi
lipp
ines
I am
cer
tain
tha
t th
is c
our
se w
ill h
elp
me
in m
y te
achi
ng b
ecau
se I
lear
ned
new
way
s th
at I
can
imp
lem
ent
in m
y cl
assr
oo
m. F
or
exam
ple
, I c
an u
se t
he f
un a
nd e
ngag
ing
act
ivit
ies
that
I le
arne
d
here
to
mo
tiva
te s
tud
ents
to
kee
p o
n re
adin
g/l
earn
ing
. Am
ong
the
act
ivit
ies
that
I’ve
see
n so
fa
r he
re in
thi
s M
OO
C, I
like
the
“P
EE
R”
tech
niq
ue a
nd t
he “
Mo
rpho
log
ical
tre
e”. I
’m s
ure
that
by
emp
loyi
ng t
hese
str
ateg
ies
I will
be
able
to
eng
age
stud
ents
in a
fun
and
co
nduc
ive
atm
osp
here
in
lear
ning
.C
LT
he P
hilip
pin
esE
very
yea
r, I h
ave
stru
gg
ling
rea
der
s in
my
4th
-gra
de
clas
ses
whi
ch I
also
str
ugg
le (
ha, h
a, h
a!)
on
how
am
I g
oin
g t
o t
each
rea
din
g s
kills
to
imp
rove
the
ir r
ead
ing
leve
l. I r
ealiz
ed t
hat
ther
e ar
e so
m
any
acti
viti
es w
here
I ca
n he
lp t
hem
to
imp
rove
the
mse
lves
. I t
hink
thi
s co
urse
gav
e m
e ti
me
to
refl
ect
on
how
I us
ed t
o t
each
rea
din
g a
nd n
ow
I am
will
ing
to
ap
ply
all
the
lear
ning
s an
d a
ctiv
itie
s in
my
ow
n cl
assr
oo
m.
CP
The
Phi
lipp
ines
21
C
ateg
ory
No.
of
resp
ons
e
Pra
ctic
al S
kills
and
Res
our
ces
for
Pas
t an
d C
urre
nt U
se24
38
.21%
C
om
men
tSt
uden
t na
me
Co
untr
yT
he w
ord
cha
ins
wer
e an
exc
elle
nt s
trat
egy
whi
ch i
trie
d w
ith
my
lear
ners
in g
rad
e 4
, it
wo
rked
ve
ry w
ell a
nd h
elp
ed in
vo
cab
ular
y d
evel
op
men
t. A
ll m
y le
arne
rs p
arti
cip
ated
and
the
env
iro
n-m
ent
was
live
ly a
nd e
ngag
ing
.P
HIn
dia
The
ski
lls I
lear
ned
her
e he
lped
me
imp
rove
wha
t ne
eds
to b
e d
one
in m
y re
med
ial r
ead
ing
pro
-g
ram
. Fro
m t
rad
itio
nal u
se o
f b
oo
ks,v
isua
l aid
s lik
e m
anila
pap
er, fl
ash
card
s ,p
en a
nd p
aper
tes
ts
the
reso
urce
s I’v
e en
coun
tere
d in
thi
s co
urse
hel
ped
me
to b
eco
me
tech
sav
vy a
nd m
ade
stud
ents
m
ore
fo
cuse
d b
ecau
se t
hse
reso
urce
s m
ade
my
stud
ents
inte
ract
wit
h te
chno
log
y un
like
trad
itio
n-al
or
joki
ngly
jura
ssic
as
we
say
it if
yo
u p
resn
t yo
ur le
sso
n us
ing
man
ila p
aper
and
cha
lkb
oar
d.T
he
reso
urce
s p
rovi
ded
in t
his
cour
se m
ade
me
wo
rk c
onv
enie
ntly
.it is
just
like
mag
ic t
hat
whe
n yo
u w
ant
it,ju
st c
lick
it a
nd b
ing
o,it
’s r
ight
the
re b
efo
re y
ou.
GA
The
Phi
lipp
ines
I fo
und
out
so
me
of
pup
ils e
ven
i”m
han
dlin
g a
hig
her
gra
de
i fo
und
tha
t so
me
of
them
co
uld
no
t re
ad .W
hen
i enr
olle
d t
his
coul
d i
kno
w t
he s
om
e st
rate
gy
and
tec
hniq
ues
the
sim
ple
way
rea
din
g
that
chi
ldre
n co
uld
no
t b
ore
d o
r fe
el b
oer
do
m in
rea
din
g .
I sa
w t
hem
the
ir in
tere
st a
nd e
ager
ness
to
rea
d. T
hey
can
und
erst
and
eas
ily t
he s
tory
par
agra
ph
read
...it
is s
imp
le b
ut v
ery
effec
tive
.G
RT
he P
hilip
pin
esM
y st
uden
t o
f g
rad
e2 w
ho is
a s
trug
glin
g r
ead
er o
n w
hom
I ex
erci
sed
the
Lis
teni
ng, v
isua
l and
ki
nest
heti
c ap
pro
ach
to le
arni
ng h
as s
how
n g
reat
imp
rove
men
t. R
epet
itio
ns, D
ialo
gic
rea
din
g a
nd
pra
ctic
e m
etho
ds
for
ort
hog
rap
hic
pro
cess
ing
wer
e p
ract
iced
, whi
ch a
dd
ed s
pee
d t
o h
is d
eco
din
g
of
wo
rds
and
co
mp
rehe
ndin
g s
ince
he
was
suc
cess
ful i
n re
cog
nizi
ng t
he w
ord
. The
firs
t ti
me
he
did
it, a
nd t
he s
mile
was
so
bea
utif
ul a
nd f
ulfi
lling
on
his
face
.S
FIn
dia
One
ver
y sp
ecifi
c ex
amp
le o
f ho
w t
his
cour
se h
as h
elp
ed m
e, h
app
ened
to
day
, whi
le I
was
hel
p-
ing
a c
hild
und
erst
and
a t
ext
he w
as h
avin
g a
har
d t
ime
und
erst
and
ing
, and
I us
ed t
he t
echn
ic w
e le
arne
d h
ere
in m
od
ule
4 -
the
PE
ER
Seq
uenc
e- a
nd it
wo
rked
, he
was
hav
ing
a m
uch
easi
ng t
ime
und
erst
and
ing
the
tex
t af
ter
I ap
plie
d s
om
e o
f th
e co
nstr
ucts
of
the
PE
ER
Seq
uenc
e to
bet
ter
de-
velo
p h
is t
ext
com
pre
hens
ion
skill
s.
TU
Po
rtug
al
22
C
ateg
ory
No.
of
resp
ons
e
Ap
plic
atio
n in
Mul
tilin
gua
l Co
ntex
ts31
1.05%
C
om
men
tSt
uden
t na
me
Co
untr
yT
he a
ctiv
itie
s ar
e ap
plic
able
bo
th in
Ara
bic
( m
y L1
) an
d E
nglis
h as
a f
ore
ign
lang
uag
eH
LIs
rael
By
refr
eshi
ng a
nd d
eep
enin
g m
y kn
ow
led
ge
of
read
ing
, par
ticu
larl
y le
arni
ng t
o r
ead
in la
ngua
ges
o
ther
tha
n E
nglis
h. T
his
is im
po
rtan
t fo
r m
e as
man
y o
f m
y st
uden
ts s
pea
k E
nglis
h as
an
add
itio
n-al
lang
uag
e.B
RA
ustr
alia
i can
see
the
cau
ses
of
pro
ble
ms
in m
y st
uden
ts i
coul
d u
nder
stan
d h
ow
wo
rks
thei
r la
ngag
ues
DA
Mex
ico
The
mo
oc
was
use
ful t
o s
ee t
he r
esp
ons
es f
rom
oth
ers
aro
und
the
wo
rld
. I p
arti
cula
rly
app
reci
at-
ed r
ead
ing
ab
out
the
diffi
cult
ies/
chal
leng
es o
ther
s w
ere
havi
ng w
hen
teac
hing
Eng
lish
as a
sec
-o
nd la
ngua
ge.
I al
so h
ave
a b
ette
r ap
pre
ciat
ion
for
som
e d
iffer
ence
s in
oth
er la
ngua
ges
tha
t m
ight
p
rovi
de
bar
rier
s to
chi
ldre
n le
arni
ng t
o r
ead
Eng
lish
such
as
the
abse
nce
of
ons
et/r
ime
in K
ore
an.
ME
Can
ada
It e
nric
hes
my
kno
wle
dg
e an
d m
akes
me
real
ise
that
no
t al
l lan
gua
ges
are
the
sam
e. S
om
e ar
e ha
rder
to
lear
n th
an o
ther
s an
d it
is im
po
rtan
t fo
r te
ache
rs t
o k
now
thi
s so
tha
t th
ey c
an b
e m
ore
p
atie
nt w
ith
slo
w le
arne
rs a
nd k
now
wha
t st
rate
gie
s to
use
to
ove
rco
me
the
pro
ble
m.
CO
Mal
aysi
a
Cat
ego
ryN
o. o
f re
spo
nse
S
ugg
esti
ons
fo
r Im
pro
vem
ent
40
.14%
C
om
men
tSt
uden
t na
me
Co
untr
yT
he c
our
se w
as b
eaut
iful
ly d
esig
ned
(m
inus
the
typ
os)
. It’
s a
go
od
ove
rvie
w o
f w
hat
liter
acy
de-
velo
pm
ent
mea
ns b
ut, I
am
no
t su
re it
go
es d
eep
eno
ugh
or
has
eno
ugh
exam
ple
s o
r ex
erci
ses
for
the
cour
se t
o b
e ta
ken
as a
sta
nd a
lone
. It’
s m
ore
of
a su
mm
ary
of
wha
t is
out
the
re in
ter
ms
of
teac
her
trai
ning
fo
r re
adin
g d
evel
op
men
t. I
thin
k an
inst
ruct
or
coul
d h
ave
pre
-ser
vice
tea
cher
s co
mp
lete
thi
s M
OO
C a
s p
art
of
thei
r co
urse
but
, it’
s no
t su
ffici
ent
to s
end
our
ed
ucat
ors
into
the
w
orl
d (
whi
ch I
und
erst
and
was
no
t th
e in
tent
ion
of
this
MO
OC
but
, so
me
peo
ple
may
thi
nk it
’s
eno
ugh
to c
all t
hem
selv
es e
duc
ato
rs o
r tu
tors
). A
nyw
ay, t
he e
xam
ple
s w
ere
gre
at. T
he v
ideo
s ju
st
fab
ulo
us. I
rea
lly e
njoy
ed t
he in
terv
iew
s w
ith
the
liter
acy
exp
erts
aro
und
the
wo
rld
. I a
lso
love
d
lear
ning
ab
out
lang
uag
e o
ther
tha
n E
nglis
h :)
ME
Can
ada
23
The
res
our
ces
and
sug
ges
tio
ns p
rovi
ded
by
this
co
urse
are
no
t su
ffici
ent.
I ex
pec
t m
ore
exa
mp
les
on
how
to
hel
p c
hild
ren
wit
h d
ysle
xia
to d
evel
op
rea
din
g s
kills
. H
ow
ever
, I’ll
ap
ply
usi
ng ‘w
ord
cha
in’.
‘wo
rd b
ase’
to
hel
p m
y st
uden
ts e
nhan
ce t
heir
vo
cab
ular
y kn
ow
led
ge.
Mo
reov
er, I
’ll t
ry o
ut s
om
e o
f th
e o
nlin
e w
ebsi
tes
sug
ges
ted
in M
od
ule
5.T
YH
ong
Ko
ngB
eing
a m
aste
r te
ache
r an
d o
ne w
ho c
ons
tant
ly r
ead
s th
e la
test
res
earc
h, t
he c
our
se d
idn’
t ne
c-es
sari
ly t
each
me
anyt
hing
, but
I en
joye
d t
he c
our
se a
nd t
he f
orm
at. I
t is
alw
ays
go
od
to
sta
y in
form
ed.
JAU
nite
d S
tate
s o
f A
mer
ica
I wis
h if
thi
s co
urse
co
uld
ad
d f
ew r
eal c
lass
roo
m e
xper
ienc
es o
f th
e st
rug
glin
g r
ead
ers
fro
m p
rac-
tica
l cla
ssro
om
s co
nsid
erin
g d
iver
sity
of
the
coun
try
and
geo
gra
phi
c co
ntex
ts.
MH
Ban
gla
des
h
Cat
ego
ryN
o. o
f re
spo
nse
O
ther
Co
mm
ents
230
7.77
%
Co
mm
ent
Stud
ent
nam
eC
oun
try
The
co
urse
gav
e m
e an
idea
to
be
pat
ient
in d
ealin
g w
ith
non
and
slo
w r
ead
ers.
T
his
is a
n am
azin
g r
eso
urce
. Co
ngra
tula
tio
ns!
MA
The
Phi
lipp
ines
I am
ver
y m
uch
than
kful
fo
r th
e le
sso
ns le
arne
d. I
am
no
w r
ead
y to
fac
e ch
alle
nges
fo
r th
e ne
xt
scho
ol y
ear.
Tha
nk y
ou
and
Mab
uhay
EG
The
Phi
lipp
ines
I can
no
w w
alk
into
a c
lass
roo
m w
ith
confi
den
ce in
tea
chin
g r
ead
ing
.R
SS
out
h A
fric
a
I wo
rk in
dep
end
entl
y as
a li
tera
cy s
upp
ort
tea
cher
. It
is h
elp
ful t
o h
ave
acce
ss t
o id
eas
and
re-
sour
ces
that
are
kno
wn
to h
ave
a p
osi
tive
imp
act
on
a st
uden
t’s
lear
ning
. I a
m a
lway
s o
n th
e lo
ok-
out
fo
r ne
w id
eas
for
gam
es a
nd a
ctiv
itie
s th
at m
ake
lear
ning
fun
!C
LH
ong
Ko
ngIt
was
a v
ery
com
pre
hens
ive
cour
se. I
t w
ill s
urel
y o
f g
reat
hel
p in
tea
chin
g s
trug
glin
g r
ead
ers.
VQ
The
Phi
lipp
ines
Cat
ego
ryN
o. o
f re
spo
nse
N
o D
etai
ls P
rovi
ded
372
12.5
7%
24