Reyyan Özgür

      Ladies and gentlemen, put down your pens, close your 50 open tabs, and breathe. We have officially reached the finish line. No more "Learning Objectives," defining another "Approach," or stare at a blank Lesson Plan template...  I was seconds SECONDS away from malfunctioning like a bad AI. This semester has been a chaotic marathon of caffeine overdoses, colliding deadlines, and group chats that never sleep, but somehow, miraculously, we survived without flipping any tables. For this "grand finale", my peer Furkan and I dragged our exhausted souls together to create a teaching material named "Letter to an Alien."  Our goal was not to let AI do the homework (because we know students will try that anyway), but to use it as a scaffold to improve their work. We transformed a boring, solitary writing task into an interactive "Galactic Mission," where the AI acts as a feedback mechanism rather than a ghostwriter. Students have to write...

       Hello again! Is anyone actually surprised that I am back with yet another task? I can practically hear you saying, "Wow, what a surprise!" Yeah, save it. I have a never-ending list of assignments that seems to regenerate like a hydra every time I cross one thing off. But hey, I’m not giving up (yet). I’m just... heavily caffeinated and slightly numb. So, what is the new mandate? Designing a lesson plan using Augmented Reality (AR) and Virtual Reality (VR) for A2 level students. Because apparently, dealing with reality isn't exhausting enough, now we need virtual reality too. As always, we had to stick to the ASSURE model—because we love bureaucracy— Here is the one tiny silver lining that keeps me from screaming into a pillow: my group. Getting paired with Furkan , Elif and Seçil again is the only blessing in this chaos. I don’t have the mental energy to explain my workflow to strangers.  The lesson itself? Honestly, it wasn't terrible. We planned a vir...

      If I have to type any definition for any approach one more time, I might actually flip a table. But for the sake of this blog (and my grades), here it is : Flipped Classroom approach basically reverses traditional teaching. Students watch the "lecture" at home via video material, and class time is reserved for active practice. Actually, this is great because it maximizes speaking time rather than listening the teacher. The disadvantage? It relies entirely on students actually watching the video at home (!)  —which, let's be honest, is a bold expectation.      For this task, our group decided to choose the "Hello" unit from the coursebook. We focused on the very beginner trio of English: Countries, Nationalities, and Languages. We created a video lesson that included pauses for student practice and followed it up with an interactive quiz. Now, regarding the process: trying to coordinate the schedules of our university is harder than teac...