The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, gestures, modeling, and limiting error correction in the early stages. As proficiency increases, it suggests introducing more academic vocabulary and language structures, having students discuss in pairs or groups, and providing more feedback and correction. The goal is to provide comprehensible input and successful learning experiences for ELLs at each stage of language development.
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
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The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
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Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
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Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
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A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
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Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
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UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
2. This is also called "the silent period," when the
student takes in the new language but does not
speak it. This period often lasts six weeks or
longer, depending on the individual.
3. The individual begins to speak using short words
and sentences, but the emphasis is still on
listening and absorbing the new language. There
will be many errors in the early production stage.
4. Speech becomes more frequent, words and
sentences are longer, but the individual still relies
heavily on context clues and familiar topics.
Vocabulary continues to increase and errors begin
to decrease, especially in common or repeated
interactions.
5. Speech is fairly fluent in social situations with
minimal errors. New contexts and academic
language are challenging and the individual will
struggle to express themselves due to gaps in
vocabulary and appropriate phrases.
6. Communicating in the second language is fluent,
especially in social language situations. The
individual is able to speak almost fluently in new
situations or in academic areas, but there will be
gaps in vocabulary knowledge and some unknown
expressions. There are very few errors, and the
individual is able to demonstrate higher order
thinking skills in the second language such as
offering an opinion or analyzing a problem.
7. The individual communicates fluently in all
contexts and can maneuver successfully in new
contexts and when exposed to new academic
information. At this stage, the individual may still
have an accent and use idiomatic expressions
incorrectly at times, but the individual is essentially
fluent and comfortable communicating in the
second language.
8.
9. Language
Stage
Strategies
Pre-
production
•Emphasize listening comprehension by using read-alouds
and music.
•Use visuals and have students point to pictures or act out
vocabulary.
•Speak slowly and use shorter words, but use correct English
phrasing.
•Model "survival" language by saying and showing the
meaning. For example, say, "Open your book," and then
open a book while the student observes.
•Gesture, point and show as much as possible.
•More advanced classmates who speak the same language
can support new learning through interpretation.
•Avoid excessive error correction. Reinforce learning by
modeling correct language usage when students make
mistakes.
10. Language
Stage
Strategies
Early
Production
•Continue the strategies listed above, but add opportunities
for students to produce simple language.
•Ask students to point to pictures and say the new word.
•Ask yes/no and either/or questions.
•Have students work in pairs or small groups to discuss a
problem. Have literate students write short sentences or
words in graphic organizers.
•Model a phrase and have the student repeat it and add
modifications. Teacher says, "This book is very interesting."
The student repeats it and says, "This book is very boring."
Continue with as many modifications as possible.
•Avoid excessive error correction. Reinforce learning by
modeling correct usage.
11. Language
Stage
Strategies
Speech
Emergent
•Introduce more academic language and skills by using the
same techniques listed above, but beginning to use more
academic vocabulary.
•Introduce new academic vocabulary and model how to use it in
a sentence.
•Provide visuals and make connections with student's
background knowledge as much as possible.
•Ask questions that require a short answer and are fairly literal.
•Introduce charts and graphs by using easily understood
information such as a class survey of food preferences.
•Have students re-tell stories or experiences and have another
student write them down. The ELL students can bring these
narratives home to read and reinforce learning.
•In writing activities, use fill-in-the blank versions of the
assignments with the necessary vocabulary listed on the page.
•Provide minimal error correction. Focus only on correction that
directly interferes with meaning. Reinforce learning by modeling
the correct usage.
12. Language
Stage
Strategies
Beginning
Fluency
•Have students work in pairs and groups to discuss content.
•During instruction, have students do a "Think, pair, share" to
give the student an opportunity to process the new language
and concept.
•Ask questions that require a full response with explanation.
If you do not understand the student's explanation, ask for
clarification by paraphrasing and asking the student if you
heard them correctly.
•Ask questions that require inference and justification of the
answer.
•Ask students if they agree or disagree with a statement and
why.
•Model more advanced academic language structures such
as, "I think," "In my opinion," and "When you compare." Have
students repeat the phrases in context.
13. Language
Stage
Strategies
Beginning
Fluency
(continued)
•Re-phrase incorrect statements in correct English, or ask the
student if they know another way to say it.
•Introduce nuances of language such as when to use more
formal English and how to interact in conversations.
•Have students make short presentations, providing them
with the phrases and language used in presentations ("Today
I will be talking about") and giving them opportunities to
practice the presentation with partners before getting in front
of the class.
•Continue to provide visual support and vocabulary
development.
•Correct errors that interfere with meaning, and pre-identify
errors that will be corrected in student writing, such as verb-
tense agreement. Only correct the errors agreed upon.
•You may want to assist in improving pronunciation by asking
a student to repeat key vocabulary and discussing how
different languages have different sounds.
14. Language
Stage
Strategies
Intermediate
Fluency
•Identify key academic vocabulary and phrases and model
them. Ask students to produce the language in class
activities.
•Use graphic organizers and thinking maps and check to
make sure the student is filling them in with details.
Challenge the student to add more.
•Help the student make connections with new vocabulary by
instructing him or her in the etymology of words or word
families such as, "important, importance, importantly."
•Create assessments that give students an opportunity to
present in English after they have an opportunity to practice
in pairs or small groups.
•Introduce more academic skills, such as brainstorming,
prioritizing, categorization, summarizing and compare and
contrast.
15. Language
Stage
Strategies
Intermediate
Fluency
(Continued)
•Ask students to identify vocabulary by symbols that show
whether the student "knows it really well, kind of knows it, or
doesn't know it at all." Help students focus on strategies to
get the meaning of new words.
•Have a "guessing time" during silent reading where they
circle words they don't know and write down their guess of
the meaning. Check the results as a class.
•Introduce idioms and give examples of how to use them
appropriately. For example, "Let's wind up our work." What's
another way you could use the phrase "wind up?"
•Starting at this level, students need more
correction/feedback, even on errors that do not directly affect
meaning. They should be developing a more advanced
command of syntax, pragmatics, pronunciation, and other
elements that do not necessarily affect meaning but do
contribute to oral fluency.
•It may also be helpful to discuss language goals with the
student so you can assist in providing modeling and
correction in specified areas.
16. Language
Stage
Strategies
Advanced
Fluency
•Students at this level are close to native language fluency
and can interact well in a variety of situations. Continue to
develop language skills as gaps arise by using the strategies
listed above. Although the student may seem completely
fluent, he or she still benefit from visual support, building on
background knowledge, pre-teaching vocabulary and making
connections between content areas.
•Offer challenge activities to expand the student's vocabulary
knowledge such as identifying antonyms, synonyms and the
use of a thesaurus and dictionary.
•Demonstrate effective note-taking and provide a template.
•Offer error correction on academic work and on oral
language. Because students at this stage have achieved
near-native fluency, they benefit from support in fine-tuning
their oral and written language skills.
17.
18. Scaffold instruction so students receive comprehensible input and are able
to successfully complete tasks at their level.
Instructional scaffolding works just like the scaffolding used in building. It
holds you at the level needed until you are ready to take it down.
Scaffolding includes asking students questions in formats that give them
support in answering, such as yes/no questions, one-word identifications, or
short answers.
Scaffolding means providing the context for learning by having visuals or
other hands-on items available to support content learning.
Scaffolding involves using well-known material so the students aren't
struggling with the information while they are trying to learn a new skill.
Scaffolding includes whatever it takes to make the instruction meaningful for
the student in order to provide a successful learning experience.
19. Use cognates to help Spanish speakers learn English and
derive meaning from content. Teachers can explicitly point out
cognates for Spanish speaking students so they begin to
realize that this is a useful way for them to increase their
English vocabulary. (See Cognates Handout / PDF)
20. Explicit vocabulary instruction is very important in
accelerating ELL students' English language development.
Many words in a text may affect the ELL student's
comprehension of the text that a teacher may assume he or
she knows. It is important for teachers to develop ways to
help students identify the words they don't know, as well as
strategies for getting their meaning.
Reinforce the language structures or common associations of
vocabulary. For example, "squeak" is a sound that often goes
with "mouse" or "door" and it may be stated as, "squeak,
squeaky, squeaks, or squeaked."
21. Error correction should be done very intentionally and
appropriately according to student language ability.
Students who are just beginning to speak English are already
nervous about using their new language skills and constant
correction will not improve their ability; it will just make them want
to withdraw.
Inform students in advance of the type of errors you will correct,
such as "missing articles" and "third person agreement," and
then those are the only errors I check.
Do not correct the errors; circle the mistakes and return the
paper to the student. Make them responsible for correcting the
errors and returning the paper to receive more points. If they
have difficulty making the correction, guide them as they make
the correction.
22. Seek the experts in your building or district who can offer
you guidance on effective instructional strategies for your ELL
students.
Don't hesitate to look for support when you are challenged to
reach students who are learning English. This can be
especially true when you have a "pre-production" or
"beginning level" student and you are responsible for grade
level content instruction.