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Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
Highlights of TESOL, Boston MA
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Highlights of TESOL, Boston MA

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  • 1. Highlights of TESOL 2010 BOSTON, MA
  • 2. Outline <ul><li>I. Five Minds for the Future </li></ul><ul><li>II. A-Ha Moments: Insight into the Development of Teacher Expertise </li></ul><ul><li>III. Teaching Grammar to Adult English Language Learners: Focus on Form </li></ul><ul><li>IV. Politeness Theory and Writing Feedback </li></ul>
  • 3. I. Five Minds for the Future <ul><li>Howard Gardner </li></ul><ul><li>Harvard University </li></ul>
  • 4. The present of learning: <ul><li>Globalization </li></ul><ul><li>The Biological Revolution </li></ul><ul><li>The Digital Revolution </li></ul><ul><li>Lifelong learning </li></ul>
  • 5. The future in words: <ul><li>Out-of-the-box thinking </li></ul><ul><li>Flexibility </li></ul><ul><li>“ Just in time” responses </li></ul><ul><li>Going beyond the disciplines </li></ul><ul><li>Problem-centered teams </li></ul><ul><li>Complex Hollywood style projects and productions </li></ul>
  • 6. The Five Minds: <ul><li>The Disciplined Mind </li></ul><ul><li>The Synthesizing Mind </li></ul><ul><li>The Creating Mind </li></ul><ul><li>The Respectful Mind </li></ul><ul><li>The Ethical Mind </li></ul>
  • 7. 1. The Disciplined Mind <ul><li>Learning major ways of thinking: history, math, science, art, etc </li></ul><ul><li>Becoming an expert in a profession, craft, trades, etc </li></ul><ul><li>Being capable of applying oneself diligently </li></ul><ul><li>Working and improving steadily </li></ul><ul><li>Continuing beyond formal education </li></ul>
  • 8. 2. The Synthesizing Mind <ul><li>Select crucial information from the copious amounts available. </li></ul><ul><li>Array that information in ways that make sense to self and to others. </li></ul><ul><li>Decide what to pay attention to and what to ignore. </li></ul><ul><li>Teach students how to synthesize. </li></ul>
  • 9. 3. The Creating Mind <ul><li>Go beyond existing knowledge to pose new questions, offer new solutions. </li></ul><ul><li>Formulate and pursue new visions. </li></ul><ul><li>Come up with unexpected but appropriate products and projects </li></ul><ul><li>When something does not work, </li></ul><ul><li>move on. </li></ul>
  • 10. 4. The Respectful Mind <ul><li>Responding sympathetically and </li></ul><ul><li>constructively to differences among individuals and among groups. </li></ul><ul><li>Extending beyond mere tolerance and political correctness. </li></ul><ul><li>Developing capacity for forgiveness. </li></ul><ul><li>Creating a supportive environment from birth; role models are crucial. </li></ul>
  • 11. 5. The Ethical Mind <ul><li>Striving toward good work and good citizenship. </li></ul><ul><li>Knowing the core values of one’s profession and seeking to maintain them and pass them on with maturity. </li></ul><ul><li>Three E’s of good work: </li></ul><ul><li>-Excellent, expert, high quality </li></ul><ul><li>-Ethical, socially responsible, moral </li></ul><ul><li>-Engaging, meaningful, intrinsically motivated </li></ul>
  • 12. <ul><li>“ In a world that shows no signs of slowing down, no individual can rest on his or her intellectual laurels. </li></ul><ul><li>No organization can afford that sloth either. The future belongs to those organizations as well as those individuals that have made an active, lifelong commitment to continue to learn”. </li></ul><ul><li>Gardner, H. </li></ul>
  • 13. II. A-Ha Moments: Insight into the Development of Teacher Expertise <ul><li>Joanna Ghosh </li></ul><ul><li>University of Pennsylvania </li></ul>
  • 14. <ul><li>During the evolution from novice teacher to master teacher, educators encounter a series of A-Ha moments that inform and guide their methodologies. </li></ul><ul><li>A-Ha moments of teachers as well as trial and error in the classroom has proved to develop our confidence and success. </li></ul>
  • 15. <ul><li>Instantaneous A-Ha : A light bulb moment when something unexpected happens in a teaching situation which causes the instructor to suddenly rethink philosophy, methodology or technique. </li></ul><ul><li>Evaluative A-Ha : A trial and error method of reaching enlightenment about the most effective way to act or proceed in a given situation. </li></ul>
  • 16.  
  • 17. A-Ha Project <ul><li>Videotaped interviews with 11 teachers </li></ul><ul><li>Interview Topics </li></ul><ul><ul><li>Discomfort in the classroom </li></ul></ul><ul><ul><li>A-Ha moments </li></ul></ul><ul><ul><li>Recommendations for other instructors </li></ul></ul>
  • 18. Results <ul><li>A-Ha moments are relatively common: most teachers, when prompted, could describe some revelations they experienced. </li></ul><ul><li>Evaluative A-Ha moments were more commonly described in the interviews than instantaneous A-Ha moments. </li></ul><ul><li>Most A-Ha moments related to pedagogy and classroom management. Few related to content. </li></ul>
  • 19. Recommendations <ul><li>Reflect on successes and failures regularly. </li></ul><ul><li>Keep adjusting in attempt to improve classroom atmosphere and achievement. </li></ul><ul><li>Recognize opportunities to grow and develop. </li></ul><ul><li>Appreciate and use the A-Ha moments to fully develop teaching philosophy, methodology and techniques. </li></ul>
  • 20. III. Teaching Grammar to Adult English Language Learners: Focus on Form <ul><li>Amber Gallup </li></ul><ul><li>Center for Applied Linguistics </li></ul>
  • 21. <ul><li>Many adult education language learners place a high value on learning grammar. </li></ul><ul><li>Perceiving a link between grammatical accuracy and effective communication, they associate excellent grammar with opportunities for employment and promotion, the attainment of educational goals, and social acceptance by native speakers. </li></ul>
  • 22. <ul><li>Teachers of adult English language learners vary in their views on how, to what extent, and even whether to teach grammar. </li></ul><ul><li>Indeed, in popular communicative and task based approaches to teaching, the second language is viewed primarily as &quot;a tool for communicating rather than as an object to be analyzed&quot; (Ellis, 2008) </li></ul>
  • 23. <ul><li>Nonetheless, most research now supports some attention to grammar within a meaningful, interactive instructional context. </li></ul><ul><li>To help learners improve their grammatical accuracy, instructors should embed explicit focus on form within the context of meaningful learning activities and tasks that give learners ample opportunities for practice. </li></ul>
  • 24. Conclusions <ul><li>Lessons should provide opportunities for learners to focus on form and to notice the structures of the language. </li></ul><ul><li>The students’ level will always influence our decision on what to use. </li></ul><ul><li>Students want accuracy so let’s do explicit grammar! </li></ul>
  • 25. PLEASE BE KIND AND CLEAR: Politeness Theory and Writing Feedback <ul><li>Karen Best </li></ul><ul><li>University of Wisconsin </li></ul>
  • 26. Why reflect? Why research? <ul><li>“ It is reflection that enables teachers to recognize problems, develop creative solutions, and retain best practices”. Wold, 2003. </li></ul><ul><li>“ In order to improve feedback, it is recommended that teachers should research their own feedback”. </li></ul><ul><li>Ferris, 2007 </li></ul>
  • 27. Reflections and Goals for Change <ul><li>Comment on grammar less </li></ul><ul><li>Comment on specific grammatical points that seem very important: focus on categories </li></ul><ul><li>Use code comments </li></ul><ul><li>Use mitigation strategies less </li></ul><ul><li>Mitigate when the issue is more negotiable or less important </li></ul><ul><li>Use direct comments for very important issues: plagiarism, citation, etc </li></ul>
  • 28. <ul><li>Thanks ! </li></ul>

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