Fall 2009 ELT Assignments
Overview - Learning Objectives - Expectations- Weekly Topics - Project - Course Evaluation - End of Term - Previous Courses
Overview
EFL educators in Iraq have been geographically isolated and negatively impacted by sociopolitical events in recent years. Their access to professional development and networking with colleagues is now re-emerging. The Building Teaching Skills Through the Interactive Web courses are designed to:
- Model innovative online teaching practices for Iraqi ELTs.
- Improve understanding of and actively engage in the analysis and systematic adoption of innovative materials and tools for ELT.
- Offer opportunities for Iraqi EFL educators to observe and analyze real-world application of such new materials and practices.
- Provide Iraqi ELTs with support and problem-solving mechanisms as they implement new materials and practices in their teaching.
- Act as a train-the-trainers model so that participating ELTs can move forward after the course with concrete dissemination plans.
Learning objectives for the course
Participants in the course will develop a formal plan for incorporating technology into their teaching or class preparation in at least one new way and share their ideas with the group.
Participants in the course will practice with search tools, skill-building websites, project-based learning, and online teacher resources, then explain how they could use or adapt these for their own purposes.
Participants in the course will learn about writing behavior-based learning objectives, learning styles, learner autonomy, teaching large classes, the one-computer classroom, and a variety of assessment techniques, then explain how they could apply or adapt these concepts to meet their own needs.
Expectations
Participants in the course will read at least one of the assigned readings, think about how the readings apply to their own situation, and share their reflections with the group (and mentioning some of the ideas of others in their posting, as appropriate) at least once per week.
Respect, mutual help, and enthusiasm for learning will be cornerstones of all interactions, whether teacher-participant or participant-participant.
Each week, ELT participants will complete the following activities and tasks. All materials and tools will be freely available at no cost to participants.
- Beginning Week 1: Readings on language teaching methods (pedagogy) and practices.
- Beginning Week 2: Active experimentation with and reflection on the use of e-learning tools (e.g. email, asynchronous discussions, course management systems, etc.).
- Beginning Week 2: Weekly post on a personal blog, sharing what you did, what you learned, and how you will apply the information in your teaching. This will form the basis for the final project that will be due at the end of the course.
- Beginning Week 3: Work toward a final project.
- All weeks: Analytical and reflective discussions related to the above.
- All weeks: Work in step-by-step with UO AEI instructor guidance to implement teaching projects in local Iraqi universities and schools.
Weekly Topics and Tools
Week 1- Week 2 - Week 3 - Week 4 - Week 5 - Week 6 - Week 7 - Week 8 - Week 9 - Week 10 - Course evaluation information - End of term information
This schedule is subject to change, based on course discussions and the interests of class participants.
WEEK 01 (5-11 October 2009): Getting started - Setting learning objectives and goals
The first week of the course, we will get started - getting to know each other, engaging in planning and processes, and developing a weekly rhythm for working through the topics.
- Introduction to the course
- Setting ground rules for discussions
- Doing a needs analysis related to teaching and technology
- Looking at rubrics for self-evaluating discussion board posts
- Finding out about your own learning styles (if time permits)
- Discussion: Self-introductions; ground rules for discussions; rubrics for posting
- Creating a blog
- Each week, record your activities and your thoughts about what you could use in your classes in your blog. The final entry will be an overview of how you will use what you have learned from this course in your class this fall. See more information on the Blog page.
- Learning objectives for this week:
Participants will log into Nicenet and share information about themselves with each other, starting to create a learning community.
Participants will collaborate in setting ground rules for discussions and rubrics for self-evaluating discussion board posts.
Participants will fill out a needs analysis survey to help ensure that the course topics are appropriate.
Participants will create a blog on www.blogger.com using the instructions in Blogger how-to (PDF to download) and share the URL with the group.
Having created a blog on Blogger, participants will write about what they have done and what they learned in the course so far In at least one published post on their blog.
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions.
Blogs
Additional Resources:
Rubrics
Blogs
Weblogs for Use with ESL Classes - an introduction to blogs and what you can do with them
http://iteslj.org/Techniques/Campbell-Weblogs.html
Sample blogs
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Discussions: Go to Nicenet, log in, and participate in this week's topics. Participants registered for this course should have information about logging into Nicenet from your email. If you are registered and do not have Nicenet login information, let Deborah know.
- Introduce yourself to the group. Include the courses and types of students that you teach, how long you have been teaching, and your favorite saying or short quotation in English.
- Think about professional discussions you have had, either face-to-face or in writing. What has made them good? What has made them unproductive or annoying? Look at the suggested ground rules for discussions. Do you see any changes that need to be made? Do you agree with these as good basic rules for our discussions in this course?
- We will examine different rubrics for evaluating discussion question postings. See: Online Discussions - Comparing Rubrics.
What features do they have in common? How are they different? What do you see as some advantages and disadvantages of each rubric? Which would you be more likely to use and why?
Note: If you'd like more general information on rubrics, also see Assessment Guides and Rubrics for Language Classes.
Weekly Requests and Reminders:
Please make sure you log into Nicenet early in the week. Let Deborah know if you have any problems logging in. It's good to contribute to the discussion early in the week, then check back at the end of the week to read what others have said and reply to some of them.
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WEEK 02 (12 - 18 October 2009): Learning Objectives; Better Web Searching; Digital Bloom's Taxonomy
- Writing clear learning objectives using the ABCD model from Pennsylvania State University
- Learning how to search the web with different search engines and more effectively
- Optional: Deepening understanding of Bloom's taxonomy and how it applies to the digital world
- Learning objectives for this week, using the Audience-Behavior-Condition-Degree (ABCD) model:
Learning Objectives
Condition: Having read about the ABCD model,
Audience: Participants in this course
Behavior: Will write an objective for a class they teach, using the ABCD model, and
Degree. Share it in at least one post on Nicenet.
Better web searching
Condition: After reviewing different search engines
Audience: Participants in this course
Behavior: Will analyze the search engines in terms of use in their own classes and share their advantages and disadvantages
Degree: In at least one post on Nicenet that includes the web page (with URL), the search term, and their recommendation about the search engine.
Optional: Digital Bloom's Taxonomy
Condition: After reading about the application of Bloom's taxonomy to the digital world,
Audience: Participants in this course
Behavior: Will share their ideas about similarities and differences, and how to apply Bloom's to computer use
Degree:
In at least one post on Nicenet.
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. Please work on both topics this week.
Learning Objectives
Better Web Searching
Optional: Digital Bloom's Taxonomy
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. |
Discussions: Go to Nicenet, log in, and participate in this week's topics.
1. Behavioral learning objectives.
Describe one of the classes that you teach. Please share a learning objective, done in Pennsylvania State University's ABCD style (Audience-Behavior-Condition-Degree), for that class. This should be something you would share with students. Look carefully at your objective and the objectives that others share. Do they describe behavior that you expect from students? Would students understand the objective?
2. Alternatives to Google.
Look at NoodleTools' Choosing the Best Search Engine. You can also look at the Web Searching Tech Tip for ideas about techniques for searching. Try some of the search engines or portals to see which ones work best for academic searches and for information for your class. Try something that is NOT Google. Tell the group
1) which search site you used,
2) what you searched for, and
3) whether or not you would recommend this search engine.
Optional: 3. You're probably familiar with Bloom's taxonomy from earlier courses. How does Bloom's digital taxonomy differ from what you've used before? How could Bloom's apply to what you might do with a blog in class?
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WEEK 03 (19 - 25 October 2009): Using Technology in Teaching; Skill Areas: Listening, Pronunciation, Speaking Resources; Saving Bookmarks on Delicious
- Using technology effectively in teaching
- Useful sites for aural/oral skill practice
- Saving bookmarks (favorites) on Delicious
- Learning objectives for this week, using the Audience-Behavior-Condition-Degree (ABCD) model:
Learning Objectives
Using technology in teaching
Condition: After reading the articles below about using technology in teaching
Audience: Participants in this course
Behavior: Will explain how they might use technology to improve their students' aural/oral skills
Degree. In at least one post on Nicenet.
Aural/oral skill-building website
Audience: Participants in this course
Condition: After reviewing at least two different speaking, listening, and/or pronunciation web sites in terms of use in their classes
Behavior: Will share comments about the sites, including the target audience, skill(s) enhanced, and an overall recommendation
Degree. In at least one post on Nicenet that includes the web pages (with URL).
Using Delicious.com to store useful links
Audience: Participants in this course
Condition: After reading the instructions about using Delicious.com
Behavior: Will create and begin to use their own Delicious site, and share the URL of their site
Degree. Including at least three links with appropriate tags (category descriptions)
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. Please work on both topics this week.
Readings
Delicious.com Social Bookmarking
Uing Delicious: Use this to help you create your own Delicious page
http://www.uoregon.edu/~dhealey/techtips/sept2009.html
Teaching aural/oral skills
Best Practices in Technology and Language Teaching (PDF file)- read about listening and speaking in this; you don't need to read the whole thing
http://www3.interscience.wiley.com/cgi-bin/fulltext/121675554/PDFSTART
Developing Listening Skills with Authentic Materials (Word .doc file)
http://www.elthillside.com/up/files/article4.doc
Speaking lesson plans (teacher resource)
One Stop English
http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59414
Speaking lesson plans:
http://www.eslpoint.com/lessonplans/speakinglessonplans.html
Websites to explore:
Listening (student resource)
Randall's Cyber Listening Lab: http://www.esl-lab.com/
This is one of the few websites that includes pre-, during, and post- activities. It's organized by topic and level.
Pronunciation
Pronunciation links (student and teacher resources)
http://www.uoregon.edu/~dhealey/138/pronlinks.html
Pronunciation Tips from the BBC - exercises, videos, quizzes
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
Additional resources:
Listening RealEnglish video - advanced; multiple dialects
http://www.real-english.com/reo/1/unit1.html
Pronunciation Thought groups (video)
http://nadeen-grammar.blogspot.com/2009/04/thought-groups-part-1.html
Best Sites to Practice Speaking English (Larry Ferlazzo) - high use of tech
http://larryferlazzo.edublogs.org/2008/03/17/the-best-sites-to-practice-speaking-english/
The Pedagogy-Technology Interface in Computer-Assisted Language Learning (academic article)
http://lands.let.kun.nl/literature/neri.2002.3.pdf
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Think about all three topics for this week when you consider what to write in your blog. |
Discussions: Go to Nicenet, log in, and participate in this week's topics. Topics will be posted on or after October 25, Pacific time.
1.Create your own page on Delicious.com and save at least 3 bookmarks. Share the URL of your page here with the group. It will look something like
http://www.delicious.com/healeyd
(that's my page)
2. Read one of the articles about CALL for listening, speaking, or pronunciation skills, and take a quick look at some of the lesson plans. Remember that technology can be used by the teacher in preparing as well as used with students in the class. Explain how technology could be helpful in improving your students' aural/oral skills.
3. Look at two or more of the skill-building websites with an eye to what would work for you in your class. Please share with the group
a) which website you used, and which specific activity/web page. Please include the title of the page and the URL.
b) what English level/age of students could best use this site, and what skills it enhances
c) your overall recommendation about the site.
Make sure you add the ones you like to your Delicious page!
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WEEK 04 (26 October- 1 November 2009): Technology-enhanced lesson planning; Skill Areas: Reading, Writing
Learning Objectives
Technology-enhanced lesson planning
Condition: After reading about technology-enhanced lesson plans,
Audience: Participants in this course
Behavior: Will explain how a technology-enhanced lesson plan is similar to or different from the regular lesson plan format that they use
Degree. In at least one post on Nicenet that includes the web page (with URL).
Skill-building websites: reading/writing
Condition: After reading about how to use technology in reading and writing classes and reviewing different reading and writing web pages in terms of use in their classes,
Audience: Participants in this course
Behavior: Will share at least one technology-enhanced lesson plan with learning objectives and pre- and post-lesson activities related to a specific web site
Degree: In at least one post on Nicenet that includes the web page (with URL) of the web site they used
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. Please work on both topics this week.
Technology-enhanced lesson plans
Articles about using CALL in writing and reading activities
Sample websites to try
Additional Resources
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Add good sites to your Delicious.com page. |
Discussions: Go to Nicenet, log in, and participate in this week's topics.
Sueanne Parker from the University of Oregon's American English Institute will be our guest moderator this week.
1. Read about lesson plans from the University of Tennessee. You may also have a lesson plan format that you have used before. Download the lesson plan template with technology from the class website. How is a technology-enhanced lesson plan, such as one using the lesson plan template, similar to or different from a regular lesson plan? What more do you need to think about when you use technology?
2. We have several multi-skill websites on our list this week. Find two or more specific web pages that would work for you in your class. It may be helpful for you to read some of the articles about ways to use computers to enhance ways to teach reading and writing.
Please share with the group a technology-enhanced lesson plan. Make sure that it includes which website you used, and which specific activity/web page. Please include the title of the page and the URL. Also discuss
- Why you think it will work.
- How it can reinforce or extend what you do in your class
The activity could be based on something that you print out or something you ask students to do on their own.
Make sure you save good sites on your Delicious.com page! |
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WEEK 05 (2 - 8 November 2009): Project-based Learning (PBL); WebQuests
Learning Objectives
Project-based learning
Condition: After reading about project-based learning (PBL) and viewing some examples
Audience: Participants in this course
Behavior: Will share a project-based learning lesson plan for one or more of their classes, including why the students will benefit (work can be in class or outside of class)
Degree: In at least one post on Nicenet and comment on it in their blog
WebQuests
Condition: After reading about WebQuests
Audience: Participants in this course
Behavior: Will describe a WebQuest they could use in class (and if possible, start to create a WebQuest)
Degree: In at least one post on Nicenet and comment on it in their blog
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. Please work on both topics this week.
Readings
Project-based Learning (PBL)
WebQuests
Additional Resources
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Post at least one comment on another participant's blog. Add good sites to your Delicious.com page. Remember to have tags and notes for each site you add. |
Discussions: Go to Nicenet, log in, and participate in this week's topics.
1. Read about project-based learning and look at some of the examples at http://susangaer.com/studentprojects/. Choose one of the following to discuss:
a) Select
a project and explain why you feel that project fits or does not fit the definition. Make sure you describe the project you are discussing so others will understand your thinking.
b) Think of a similar project you might do with your class. Describe your project, then explain how it fits the definition of project-based learning.
2. WebQuests are a kind of teacher-directed treasure hunt on the Web. First, read the definition of a webquest at About WebQuests at http://www.zunal.com/part1.php. In About WebQuests, you can even see a way to do a paper and pencil WebQuest. Students can do their web searching in or outside of class, and usually in groups. What kind of WebQuest would be appropriate for your classes? Specifically, how could you use a WebQuest to supplement what you are doing in class?
Make sure you save good sites on your Delicious.com page!
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WEEK 06 (9 - 15 November 2009): Learning Styles; Alternative Assessment with Technology Tools
Learning Objectives
Learning styles
Condition: After reading about learning styles and technology tools for multiple intelligences,
Audience: Participants in the course
Behavior: Will share a specific example of how they could use technology to address different learning styles in one of their classes (for preparation, in class or for students to use outside of class)
Degree: In at least one post on Nicenet and comment on it in their blog
Alternative assessment and technology
Condition: after reading about alternative assessment
Audience: Participants in the course
Behavior: Will explain to the group how technology might help with alternative assessment in one of their classes
Degree: In at least one post on Nicenet and comment on it in their blog
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. Please work on both topics this week.
Readings
Learning Style/Multiple Intelligences
Alternative Assessment
Additional Resources
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Post at least one comment on another participant's blog. Add good sites to your Delicious.com page. Remember to have tags and notes for each site you add.
You'll need to start thinking about your Action Plan this week - what can you do to apply some of the things we're talked about in this course to your own classes? |
Discussions: Go to Nicenet, log in, and participate in this week's topics.
1. Technology can help provide a range of learning styles in the classroom. Share your ideas about ways that you could use technology to address a variety of learning styles in your classes. What do you think would work best? Remember that using technology can also mean finding material online to bring into class as well as using technology in class.
2. Read Enhancing Learning by Engaging Students. How could you use technology tools to enable some of these techniques? For example, think about small group discussions => online discussion, creating concept maps with mind mapping software, and adding Minute Papers to your PowerPoint shows. Would these or other techniques work for you?
Make sure you save good sites on your Delicious.com page!
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WEEK 07 (16 - 22 November 2009): Teaching Large Classes; Using PowerPoint Interactively
Large classes are a challenge in any area, but they can be especially difficult in language teaching and learning. There are a number of ways to keep students engaged, even in large classes, thus learning. Hint: Just lecturing is not one of them!
Many people use PowerPoint, but it's rarely used effectively and INTERACTIVELY. It's important to move a PowerPoint presentation out of straight lecture mode.
Learning Objectives
Teaching large classes
Condition: After reading about examples of different student-centered, interactive large classes
Audience: Participants in the course
Behavior: Will share ideas about what techniques might be useful in their own settings
Degree: In at least one post on Nicenet
Using PowerPoint interactively
Degree: In at least one post on Nicenet
Audience: Participants in the course
Behavior: Will share ideas about how they could use PPT more effectively to encourage student interaction (possibly including having students create their own presentations)
Condition: After reading about ways to encourage interactivity with PPT
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. We have two related topics this week, and a lot of suggested readings. You only need to read two readings and respond in ONE forum, but I think you'll enjoy looking at most of these.
Readings
Engaging Students in Large Classes (read the first one, then choose a second one)
Choose one of the following as well. Keep thinking about where technology could help.
Interactive PowerPoint: choose any two to read
Additional Resources
Teaching Large Classes
Interactive PowerPoint
Advanced - creating PPT for students to use on their own or in a one-computer classroom
Weekly Requests and Reminders:
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Post at least one comment on another participant's blog. Add good sites to your Delicious.com page. Remember to have tags and notes for each site you add.
You'll need to start thinking about your Final Project/Action Plan this week - what can you do to apply some of the things we're talked about in this course to your own classes? Use the Final Project/Action Plan checklist to help you with this. Your action plans will be due on December 6. |
Discussions: Go to Nicenet, log in, and participate in this week's topics.
1. Look at "Teaching Large Classes," then choose one of the additional readings in the Large Classes section. What ways could you add technology to these techniques to improve learning? Think about project-based learning, WebQuests, and some of the ideas in "Personalizing Language Learning in Large Classes" to help in your response. What techniques and technology could you use for your classes?
2. PowerPoint is very commonly used in teaching, but it is rarely used interactively. Watching the screen is not interactivity. Read at least one of the articles in the Interactive PowerPoint section to find ways to turn a lecture into an interactive experience for students. What could you do in your classes with PowerPoint AND be more student-centered and interactive? (Think about what students can do with PowerPoint, for example.)
3. Optional: Try to create an interactive PowerPoint lesson, using information from the Additional Resources section. Share what you create in the Participant Projects section of our wiki, and tell us about it here.
Make sure you save good sites on your Delicious.com page! |
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WEEK 08 (23 - 29 November 2009): One-computer Classroom; Learner Autonomy
Learning Objectives
Learner Autonomy
Condition: After reading about learner autonomy and reflecting on what they do in their own classes
Audience: Participants in the course
Behavior: Will share specific ideas about what they currently do and what else they could do to encourage greater learner autonomy in their classes
Degree: In at least one post on Nicenet that includes concrete suggestions and possibly a lesson plan
One-computer classroom or self-access center
Condition: After reading about and reflecting on ways to use a one-computer classroom OR a self-access center
Audience: Participants in the course
Behavior: Will share specific ideas about what they currently do and plans for additional activities
Degree: In at least one post on Nicenet that includes concrete suggestions
READINGS |
TASKS |
Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions. We have three related topics this week. Please read and comment about learner autonomy, then choose to readand comment about either the one-computer classroom or about using a computer lab for language learning.
Readings
Learner Autonomy
One-computer Classroom (choose this topic or Setting up a lab)
- ESL Activities for the One Computer Classroom (S.Gaer):
- Strategies and applications for the one-computer classroom. A list of ideas with a US school focus, but most ideas are relevant to any setting.
http://www.lburkhart.com/elem/strat.htm
Setting up a Lab (choose this topic or One-computer classroom)
Additional Resources
Weekly Requests and Reminders:
Start working on your Final Project/Action Plan this week - what can you do to apply some of the things we're talked about in this course to your own classes? Use the Final Project/Action Plan checklist to help you with this. Your action plans will be due on December 6.
Continue your blog at www.blogger.com. Post a reflective comment on this week's work, where you talk about what you did, what you learned, and how you might apply that information in your teaching. Post at least one comment on another participant's blog. Add good sites to your Delicious.com page. Remember to have tags and notes for each site you add. |
Discussions: Go to Nicenet, log in, and participate in this week's topics. Read andd comment on about learner autonomy, then read and comment on either the one-computer classroom or using a lab for language learning.
- Read about learner autonomy (Thanasoulas, Sheu, Interconnections). Effective self-directed learning starts with learner autonomy. What could you do to encourage greater autonomy in students, with and without technology?
- Most people don't have a computer lab all to themselves, and many do not have a lab in their school at all. A one-computer classroom is a way to start. Read about activities for the one-computer classroom and some strategies and applications. If you use one computer in your classroom (perhaps your own laptop and data show), what do you do with it? What else could you do with it? If you don't have one computer, what would be the easiest way for you to start?
- Some of you may have set up English Corners or English resource rooms for students in your schools. Please share your experience with getting an English Corner or resource room started - what tips do you have for others who may be interested? If you have technology, what do you use? If you don't have technology, what would be useful?
Make sure you save good sites on your Delicious.com page!
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WEEK 09 (30 November - 6 December 2009): Class Site; Creating Exercises
Final Projects due December 6
Learning Objectives
Teacher tools: Class site
Condition: After thinking about how they might use Nicenet, a blog, or a wiki in their teaching
Audience: Participants in the course
Behavior: Will create and share a course site that they have created on Nicenet, Blogger, or Google Sites
Degree: In at least one post on Nicenet that includes the URL, a description of the target class, and plans for using the site.
Teacher tools: Exercise generators
Audience: Participants in the course
Condition: After exploring the different options for exercise generators on the course website
Behavior: Will create and share on the course wiki one or more exercises that they have created, and will talk about how they will use it on Nicenet
Degree: In at least one post on Nicenet that includes the URL, a description of the activity, and plans for using the site.
WEEK 10 (7 - 11 December 2009): Wrap-up
Note: Week 10 ends on a Friday.
Project
Participants will complete work on a final project. Download more information in PDF form or go to the Projects webpage.
Course Evaluation
We want your ideas about what worked well and what could be improved about the course. Please fill out the online evaluation form - it's easy and anonymous. It is especially helpful to have your written comments explaining what you think. The web link and password were sent to you via email; let Deborah know if you don't have them.
End of Term
Participants must submit all final assignments by 7 December 2009. This includes the summary reflection on your blog.
UO AEI instructors will complete grades, certificates, and reports by 21 December 2009.
All participants who successfully pass the course--with 70% or higher completion of assignments--will receive certificates of completion. Certificates will be priority mailed to the US Embassy Baghdad, Public Affairs Section/English Language Office and then distributed locally. Please allow a minimum of 4-6 weeks for receipt of certificates as efforts may be impeded due to unforeseen local events and irregularities in local delivery systems.
Previous Courses
This courses below are now closed, so the course materials are available for self-study only.
Summer 2009 Assignments
Winter 2009 Assignments
Spring 2009 Assignments
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