Who is who? Projects are meant as a different approach to key events and processes in History by focusing on their leaders and setting a challenge to students. They must work in teams performing a detective’s task to find out who the people are through their portraits, the clues provided about their achievements and their famous quotes to complete. Then they have to go deeper into the matter, to explain the meaning and purpose of the quotes as well as writing a short biography of each character. By doing this the students should find the “intruder”, that is to say the person who is not related to the others and justify their choice.
The final product is a collective paper, with the sources of information referenced in a proper way. It is an example of collaborative work and gamification to learn History contents while building writing skills.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Who is who? Projects are meant as a different approach to key events and processes in History by focusing on their leaders and setting a challenge to students. They must work in teams performing a detective’s task to find out who the people are through their portraits, the clues provided about their achievements and their famous quotes to complete. Then they have to go deeper into the matter, to explain the meaning and purpose of the quotes as well as writing a short biography of each character. By doing this the students should find the “intruder”, that is to say the person who is not related to the others and justify their choice.
The final product is a collective paper, with the sources of information referenced in a proper way. It is an example of collaborative work and gamification to learn History contents while building writing skills.
Dr. Mónica Lanero
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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