9_Ayçam Özlü

 This week, I reflected on the digital storytelling process I carried out in my “Learning Our Daily Routines” lesson plan. From writing the story to editing the storyboard and transferring it to StoryJumper , I saw how digital storytelling naturally supports technology integration in the classroom. It brings together writing, creativity, visuals, and interactivity. It’s not just about telling a story digitally—it's about using technology as a tool to enrich learning , making abstract language more concrete and accessible for young learners. I believe digital storytelling is most effective in the practice and production stages of a lesson. In my plan, I used StoryJumper after introducing vocabulary and routines. At that point, students were ready to apply what they had learned by listening to the story, discussing it, and relating it to their own lives. In my story, the real-life problem was a child managing their busy day while trying not to forget anything. The challenge was...

 This week, I focused on designing a survey activity aimed at evaluating students' knowledge of daily routines. The survey includes reflection questions. The survey I created consists of three parts. The first part of the survey is about knowledge about daily routines. These items aim to personalize the activity and prepare students for meaningful expression in the classroom. Additionally, I included a question like “ Activities that we do regularly every day are called daily routines. ” to help students make connections between their daily routines and the concept of language learning. The second part of the survey is more morning routines focused. Here, students reflect on their knowledge about morning routines. For example, a question like “What do you do in the morning?” helps students relate abstract values to real-life actions. Another question such as “ Elif went to school without having breakfast because ....... ” encourages them to analyze values in a social...

Throughout this week, I’ve reflected deeply on my experience with AI-based feedback, and I can say I have mixed feelings. While the feedback was often detailed, informative, and clear—particularly in highlighting areas like lesson flow, assessment strategies, and use of Bloom’s Taxonomy—it sometimes lacked fairness and nuance in its evaluation. For example, after receiving initial feedback, I revised my lesson plan to include clearer content structure, more open-ended questions, better visual materials, and specific app explanations. Despite these efforts, the revised version received a lower grade than the original, which left me confused and frustrated. It felt like the AI did not recognize the improvements I had made. One strength of the AI tool was pointing out overlooked details, such as forgetting to name or explain an educational app. It also helped me see where my explanations were vague, leading me to expand those parts. However, although it identified problems effectively,...