The Invisible Writing Kit allows students to write without seeing their words appear on the page. It consists of carbon paper sandwiched between plastic and paper. Students write on the plastic with pencil, and their words appear on the paper underneath but not on the plastic. Research shows this "invisible writing" increases students' fluency and confidence by preventing them from editing as they write. The kit is designed to free students from self-criticism as they compose, allowing their ideas and voices to flow more easily onto the page.
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Shelton Intermediate School has initiated a Literacy Team to promote active literacy in every classroom for all students across the disciplines. This presentation is based on current research and provides a framework and strategies to promote literacy practices building wide across every discipline.
CommunityED Project "Back to Basics" Feb 1, 2014Alison Schofield
The two presentations from our 2nd Community-ED Project, Feb. 1st, 2014, "Back to Basics". This included the talk by Francesca McGeary on "Turning the Disability of EAL/ESL Students into a Gift" and Alison Schofield on "Unravelling the Mysteries of Learning".
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Shelton Intermediate School has initiated a Literacy Team to promote active literacy in every classroom for all students across the disciplines. This presentation is based on current research and provides a framework and strategies to promote literacy practices building wide across every discipline.
CommunityED Project "Back to Basics" Feb 1, 2014Alison Schofield
The two presentations from our 2nd Community-ED Project, Feb. 1st, 2014, "Back to Basics". This included the talk by Francesca McGeary on "Turning the Disability of EAL/ESL Students into a Gift" and Alison Schofield on "Unravelling the Mysteries of Learning".
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
Creative Activities to Teach Writing Efficiently in Senegalese EFL ClassroomsAJHSSR Journal
ABSTRACT:It is no use proclaiming Senegalese students’ poor writing performance in English from the
rooftops. As a critical productive skill, most students relegate writing to a position of secondary
importance. There is a significant discrepancy between understanding the topic and producing a correct sentence
from spelling and grammar mistakes to vocabulary deficiency. During class tests, in exams, etc., the copy-andpaste phenomenon is increasingly becoming the substitute for reflection and personal production. However,
students alone must not be the sole scapegoats of this school poor performance of which they are already the
victims. Senegalese English as a foreign language (EFL) teachers ought to be creative enough to be able to teach
writing efficiently. With a total of 60 participants selected as research samples from different schools, this paper
explores the reasons why students underperform in writing and probes EFL teachers’ proposed writing activities
in their classrooms. I have used questionnaires for both quantitative and qualitative data collection methods to
verify the hypotheses. The findings of this research have revealed that students severely underachieve in writing
as an activity. In a constructive prospect, I have suggested a creative writing activity and sound sources that can
remedy this underperformance in the discussion section.
Keywords: writing in EFL, writing performance, school failure, creative writing activities, Senegalese EFL
classrooms.
1. http://www.uneeducationpourdemain.org
Page 1 sur 2
The Invisible Writing Kit - Peter Miller
Imagine a class of 20 students all sitting at their desks, heads bent to the task of writing. As
their 20 pencils glide along, the words seem to spill effortlessly onto the page. But an air of
unreality, of magic and hidden possibility attends this scene, for while the students are
composing fluently, none of their writing appears before them on the page.
They are using the Invisible Writing Kit, a piece of carbon sandwiched between two pieces of
paper wrapped in a sheath of plastic. The students write with pencil on the plastic cover, using
a piece of lined paper underneath the cover as a guide. Since the plastic does not pick up the
carbon from the pencil, the students do not see what they are writing. It appears, instead, on
the piece of paper behind the carbon.
One might think that apprentice writers would reject or perhaps resist the idea of not being
able to read their work or correct their mistakes while they are writing. In fact, they write
easily, take the invisibility of the situation for granted and respond with apparent
nonchalance. Even more important, the invisibility of their writing neither stops them nor
slows them down, but increases their fluency.
And this is just the point. Most of us are well aware of the crippling effects of trying to revise
or correct our writing while we compose. How easy it is, when we momentarily run out of
things to say, for our eyes to wander back over our writing, looking for mistakes or listening
for a more felicitous turn of phrase. For most of us, the temptation is so strong as to be almost
irresistible and with disastrous results. Before we know it, we have become so distracted, that
we are no longer composing but editing. All the curiosity, openness, attention, imagination,
patience, understanding, memory, concentration, intuition, experience, and questioning we
bring as learners to the activity of composing we have replaced with the spirit of criticism and
correctness, being right or wrong.
Over the past ten years, universities and high schools throughout the English-speaking world
have adopted computers as one of the principle new features of their writing classrooms. It is
not unusual for many students to arrive at college now with significant computer literacy. It
has become apparent to many writing teachers that one can darken the computer screen and
compose "blindly", so that it is impossible for writers to read over their work. This has
become known as "blind" or "invisible" writing.
Research has shown that for most writers the practice of "blind" or "invisible" writing leads to
dramatic increases in fluency and confidence. When one's eyes can no longer look over one's
writing, the mind is free to roam more readily over one's personal store of images. Moreover,
students often remark that the images are clearer and stronger, since they are not tempted to
look at the page.
Students have been struck by a similar awareness about their inner voices. With the screen
darkened, they are no longer preoccupied with the exact content of the writing as it appears on
the page. Apprentice writers can listen to their own inner speech more easily as it finds its
way into their awareness. Moreover, this inner speech seems to be speaking more clearly and
strongly.
The Invisible Writing Kit offers a way to bring this technology to students who are unable to
buy computers and into the classroom where computers cannot be taken. It is an appropriate,
lost-cost instrument which attempts to free students from their critical censors, the eyes and
voices one hears over the shoulder, so to speak, constantly organizing, editing, revising,
criticizing, or correcting, and ultimately getting in the way long before one's original thoughts
and feelings get down on the page. When students can temporarily put aside the conventions