This document provides an agenda for an Academic Interactions 130B course. It introduces the teacher, Nikki Mattson, and outlines the course goals of preparing students for academic listening, speaking, and discussions. It also includes an introduction activity where student pairs share their goals for the class. Homework is to purchase the course textbook.
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
I developed this presentation for teacher training. The audiences have been varied but mostly to teachers for whom the ideas of learner autonomy are either new or seem unrealistic.
The aim is to give them some background and then show how to start at ground zero. Every little helps.
Researching your teaching
Presentation by Jessica Mackay
at IH Barcelona's ELT Conference 2014
More information
http://www.ihes.com/bcn/tt/conference.html
I developed this presentation for teacher training. The audiences have been varied but mostly to teachers for whom the ideas of learner autonomy are either new or seem unrealistic.
The aim is to give them some background and then show how to start at ground zero. Every little helps.
Researching your teaching
Presentation by Jessica Mackay
at IH Barcelona's ELT Conference 2014
More information
http://www.ihes.com/bcn/tt/conference.html
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
COURSE INTRODUCTION & CLASSROOM EXPECTATIONS
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This qualification divided into four units and is designed for learners looking to develop their skills and techniques and to provide an understanding of graphic design. This qualification will:
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• enable learners to use materials, tools and equipment competently and safely.
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4. Course Description
• Academic Interactions 130 is a high-intermediate course in
academic oral communication. This course prepares individuals to
comprehend and produce academic English for a variety of
academic encounters. Authentic classroom lectures, academic
discussions, and other listening and speaking interactions are
studied and analyzed. Feedback on content, pronunciation and
pragmatics is a fundamental component of the course, and
opportunity is given for speaking practice in a variety of genres.
5. About Me
• Nikki Mattson
• BA French and English
• MA Linguistics and TESOL
• 6th year and the IECP
• Reading, outdoor activities, cooking
7. Pair Introductions
• What do you talk about when you meet
another student for the first time in class?
8. Modelling
Imagine Jackie and I are students meeting
for the first time in a class…
•Course Blog
Take notes on:
•Content
•Gesture/body language
•Anything interesting that you see…
10. Brainstorming Course Goals
What do we want to learn in this class?
Imagine Jackie and I are students who are
trying to answer this questions together…
Course Blog