atipt287
โขDownload as PPT, PDFโข
0 likesโข196 views
This document summarizes a guided reading lesson that used technology to teach first grade students to read with expression. The teacher played recordings of expressive and non-expressive reading. Students then recorded themselves reading and evaluated their own expression. While the technology added only a small amount of time, it was highly effective by allowing students to hear examples and evaluate their own reading skills in a memorable way.
Report
Share
Report
Share
![Learning Objective ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Active Learning of English Skills vs. Traditional Passive Learning
In the traditional methods of Passive Learning English skills - reading, listening and speaking โ are learned separately.
In the Active Learning of English skills - reading, listening, and speaking โ are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
Re inventing the language lab
The document provides information about ANVILL, a free online language learning tool from the University of Oregon. It discusses ANVILL's features such as being free for public schools, avoiding privacy issues, and having responsive email support. It notes some limitations, such as ANVILL not working on Macs and being easier if students have emails. The document provides examples of how ANVILL could be used for oral assessments, collaborative activities, and language practice. It also includes tips for setting up teacher and student accounts on ANVILL.
developing listening skills through technology
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
Unit 8. New ways to learn, Lesson: Communication & culture
This document contains a lesson on communication and culture that involves tasks using electronic devices. It begins with a warm-up spinning wheel activity and introduces a lesson on using electronics in class. Students are assigned tasks to discuss in pairs their opinions on using devices in class, survey other students, and answer questions about a passage on how American school children use devices. The document provides examples of conversations and responses for the tasks. It concludes with assigning homework on the advantages and disadvantages of early device use and preparing for the next lesson.
Unit 8. New ways to learn, Lesson: Reading
This document provides instruction for an English lesson that introduces new ways to learn using technology. It begins with a warm-up activity called Pictionary. The lesson then discusses how digital lessons, electronic dictionaries with voice recognition, and language learning software and apps can provide effective and portable instruction. It suggests using mobile devices to record real-life English audio and video as a way to improve pronunciation and learn from native speakers. Students are asked to consider what device best suits their individual learning style.
Modifying listening material in serving students with authentic material
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
Getting Connected with Network
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
Giving Feedback To Students
The document discusses changes made to providing feedback to French beginner students. Previously, feedback took a lot of time in week 12 and was provided individually. Now, the teacher records student speaking exams, creates individual folders, fills out electronic feedback forms, records personalized mp3 examples, and emails this feedback to students. This allows absent students to receive feedback and saves time in class for revision. However, it is time-consuming to individualize and some technical issues arose. The teacher seeks suggestions on further improvements such as uploading materials online and timing of feedback.
Recommended
Active Learning of English Skills vs. Traditional Passive Learning
In the traditional methods of Passive Learning English skills - reading, listening and speaking โ are learned separately.
In the Active Learning of English skills - reading, listening, and speaking โ are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
Re inventing the language lab
The document provides information about ANVILL, a free online language learning tool from the University of Oregon. It discusses ANVILL's features such as being free for public schools, avoiding privacy issues, and having responsive email support. It notes some limitations, such as ANVILL not working on Macs and being easier if students have emails. The document provides examples of how ANVILL could be used for oral assessments, collaborative activities, and language practice. It also includes tips for setting up teacher and student accounts on ANVILL.
developing listening skills through technology
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
Unit 8. New ways to learn, Lesson: Communication & culture
This document contains a lesson on communication and culture that involves tasks using electronic devices. It begins with a warm-up spinning wheel activity and introduces a lesson on using electronics in class. Students are assigned tasks to discuss in pairs their opinions on using devices in class, survey other students, and answer questions about a passage on how American school children use devices. The document provides examples of conversations and responses for the tasks. It concludes with assigning homework on the advantages and disadvantages of early device use and preparing for the next lesson.
Unit 8. New ways to learn, Lesson: Reading
This document provides instruction for an English lesson that introduces new ways to learn using technology. It begins with a warm-up activity called Pictionary. The lesson then discusses how digital lessons, electronic dictionaries with voice recognition, and language learning software and apps can provide effective and portable instruction. It suggests using mobile devices to record real-life English audio and video as a way to improve pronunciation and learn from native speakers. Students are asked to consider what device best suits their individual learning style.
Modifying listening material in serving students with authentic material
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
Getting Connected with Network
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
Giving Feedback To Students
The document discusses changes made to providing feedback to French beginner students. Previously, feedback took a lot of time in week 12 and was provided individually. Now, the teacher records student speaking exams, creates individual folders, fills out electronic feedback forms, records personalized mp3 examples, and emails this feedback to students. This allows absent students to receive feedback and saves time in class for revision. However, it is time-consuming to individualize and some technical issues arose. The teacher seeks suggestions on further improvements such as uploading materials online and timing of feedback.
Web based lesson on Reported Speech
The document outlines a 90-minute web-based English lesson plan about reported speech for intermediate students. The lesson aims to have students report people's exact words using all tenses. Students will access two websites - a slideshow presentation on reported speech and a Pink music video - to practice reporting conversations and song lyrics in order to learn grammar tenses. The plan describes having students prepare their computers, access the online resources during class, and complete exercises that require reporting speech.
Voxopop
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to practice spoken English. It describes how to register and set up a talkgroup on the site. It then gives examples of ways teachers can use Voxopop with students, such as having students introduce themselves, practice pronunciation and intonation, build narratives, and check comprehension. Benefits of Voxopop include developing speaking, pronunciation, and listening skills through voice sharing from anywhere with only an Internet-connected computer and microphone. Potential problems that may arise include uploads taking a long time, students laughing at peer recordings, seeing it as just a game, and microphones not working.
EVO 2012 - Classdigitools - Speaking skills
This document contains summaries of two lesson plans that use digital tools to enhance students' speaking skills. The first lesson is for 10-11 year olds and uses Screenr and Voxopop to practice describing daily routines. The second lesson is for 13-14 year olds and uses Educreations to tell about their best holiday, then share on Edmodo for comments. Both lessons aim to improve speaking, listening, and digital skills through homework recordings shared in class. Access issues may require offline alternatives like digital recorders or Windows Live Movie Maker.
Unit 8. New ways to learn, Lesson: Listening
The document provides instructions for a picture reveal game with 6 pieces and a hidden picture. Players answer questions to uncover each piece and guess the hidden picture to earn points. Questions cover topics like electronic devices, websites, games, filling in blanks, and completing sentences.
ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
Some Listening & Speaking Tools (for ESL)
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
Call presnetation
The document discusses how technology can be used to develop the four core language skills - listening, speaking, reading, and writing - for language learners. It outlines several ways computers and software can help improve each skill, such as using audio recordings and videos to enhance listening practice, voice chatting and speech programs to improve speaking abilities, electronic dictionaries and websites to boost vocabulary and reading comprehension, and word processing programs and email to enhance writing skills. The conclusion states that while technology is an effective supplement, computers alone are not a substitute for quality teaching.
2020 hortatory exposition
This presentation content outlines the definition, generic structure, language features, social functions, and an example of a hortatory exposition text.
References
Bram, B. (1995). Write Well. Yogyakarta: Kanisius.
Hinkel, E. (2004). Teaching Academic ESL Writing Practical Techniques in Vocabulary and Grammar. London: Lawrence Erlbaum Associates, Publishers
Oshima, A. & Hogue, A. (2006). Introduction to Academic Writing. New York: Pearson Education, Inc.
Paltridge, B. & Starfield, S. (2007). Thesis and Dissertation Writing in a Second Language a Handbook for Supervisors. New York: Routledge
Rottenberg, A.T. (1988). Elements of Arguments A Text and Reader. New York: St. 6. Martinโs Press, Inc.
Swales, J. M. & Feak, C. B. (2000). English in Todayโs Research World A Writing Guide. Michigan: The University of Michigan Press.
Using English for Academic Purposes A guide for International Students http://www.uefap.com/writing/writram.html
Wallwork, A. 2016. English for Writing Research Papers. Cham: Springer International Publishing
Moble phones use in classroom
Cell phones can be useful tools in the classroom by allowing students to look up definitions, research topics, and take photos of notes. However, cell phones are also a major distraction and can enable cheating. The document discusses both the potential benefits of cell phones in class, such as accessing references and notes, as well as the downsides, such as students getting off-task by using phones for games and social media instead of paying attention. Overall, the document debates whether cell phones should be allowed in the classroom.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Lessonobjectivesplan300311
This document provides details of a micro-teach lesson given by Adam Heatherington on the cultural factors affecting the use of information and communication technology (ICT) in the home for music. The 20-minute lesson included a presentation on how ICT has changed music culture and consumption, followed by student activities to apply the concepts. Students listened to the presentation, participated in a quiz and question session, and independently completed a task mirroring the lecture content. The objective was for students to understand how cultural aspects influence the use of ICT for music through devices like MP3 players. Heatherington evaluated the session through observation and a question and answer period.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
Akyazi webinar reflection
This webinar discusses techniques for encouraging creativity and critical thinking in students. It focuses on using imagination through words, music, and images. Some of the techniques discussed include having students describe people or objects beyond physical appearance, using music to stimulate thoughts and feelings, and having students create stories or sentences to accompany images. The goal is to engage students emotionally and integrate multiple skills and senses into the learning process.
Using podcasts to_enhance_learning
Podcasts can be used in the classroom to enhance learning. Podcasts are digital audio or video files that can be downloaded or listened to online. They allow students to reinforce topics discussed in class and review past events by listening or watching. Students can also create their own podcasts to demonstrate their mastery of skills. Podcasts engage auditory and visual learners. Teachers can create podcasts for instruction and students can create their own podcasts to respond to teachers or share their opinions on class topics. Podcasts can be accessed on computers, phones, and other devices.
Hearing imparment
This document discusses hearing impairment and provides information on its characteristics, teaching techniques, and assistive technology. It notes that hearing impairment can cause speech and language delays, communication difficulties, selective hearing, and behavioral issues. It recommends teaching techniques like outlining presentations, repeating questions, speaking directly to students, and providing notes and transcripts. Finally, it outlines assistive technologies such as hearing aids, closed captioning, alerting devices, and recorders that can help hearing-impaired students access information.
How to Utilize Online Source for Listening and Speaking
This is a presentation about how to utilize online source for listening and speaking related to subject Information Communication and Technology in ELT (ICT in ELT)
Learning to teach online
The document outlines a lesson plan for students to use Twitter to improve their English skills over several lessons. It involves students completing a vocabulary quiz on Quizlet, analyzing articles about using Twitter, creating their own Twitter profile, practicing writing tweets in limited characters, and maintaining a diary of their Twitter use over two weeks. Assessment is formative, including checks of vocabulary learning, discussion participation, reading comprehension, and monitoring students' Twitter use and diaries. The goal is for students to gain skills in social media terminology, reading, writing, and speaking in English through interactive online and classroom activities focused on using Twitter.
Sheltered instruction technology plan
This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
Technology ideas for the classroom
This document discusses using technology in the classroom and provides examples of how to incorporate technology into English language lessons. It includes principles for technology integration, examples of technologies that can be used (such as smartphones, tablets, videos), and specific lesson activity ideas that involve using technologies like Skype, recording audio, and uploading content online. Resources for additional information on using technology in English language teaching are also provided.
Micro Applications In The Classroom Podcasting
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, musical pieces for reference, instrument lessons, concert videos, and ear training exercises. Podcasts may also be used for students to ask questions and leave comments as well as having students summarize educational blog posts.
More Related Content
What's hot
Web based lesson on Reported Speech
The document outlines a 90-minute web-based English lesson plan about reported speech for intermediate students. The lesson aims to have students report people's exact words using all tenses. Students will access two websites - a slideshow presentation on reported speech and a Pink music video - to practice reporting conversations and song lyrics in order to learn grammar tenses. The plan describes having students prepare their computers, access the online resources during class, and complete exercises that require reporting speech.
Voxopop
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to practice spoken English. It describes how to register and set up a talkgroup on the site. It then gives examples of ways teachers can use Voxopop with students, such as having students introduce themselves, practice pronunciation and intonation, build narratives, and check comprehension. Benefits of Voxopop include developing speaking, pronunciation, and listening skills through voice sharing from anywhere with only an Internet-connected computer and microphone. Potential problems that may arise include uploads taking a long time, students laughing at peer recordings, seeing it as just a game, and microphones not working.
EVO 2012 - Classdigitools - Speaking skills
This document contains summaries of two lesson plans that use digital tools to enhance students' speaking skills. The first lesson is for 10-11 year olds and uses Screenr and Voxopop to practice describing daily routines. The second lesson is for 13-14 year olds and uses Educreations to tell about their best holiday, then share on Edmodo for comments. Both lessons aim to improve speaking, listening, and digital skills through homework recordings shared in class. Access issues may require offline alternatives like digital recorders or Windows Live Movie Maker.
Unit 8. New ways to learn, Lesson: Listening
The document provides instructions for a picture reveal game with 6 pieces and a hidden picture. Players answer questions to uncover each piece and guess the hidden picture to earn points. Questions cover topics like electronic devices, websites, games, filling in blanks, and completing sentences.
ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
Some Listening & Speaking Tools (for ESL)
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
Call presnetation
The document discusses how technology can be used to develop the four core language skills - listening, speaking, reading, and writing - for language learners. It outlines several ways computers and software can help improve each skill, such as using audio recordings and videos to enhance listening practice, voice chatting and speech programs to improve speaking abilities, electronic dictionaries and websites to boost vocabulary and reading comprehension, and word processing programs and email to enhance writing skills. The conclusion states that while technology is an effective supplement, computers alone are not a substitute for quality teaching.
2020 hortatory exposition
This presentation content outlines the definition, generic structure, language features, social functions, and an example of a hortatory exposition text.
References
Bram, B. (1995). Write Well. Yogyakarta: Kanisius.
Hinkel, E. (2004). Teaching Academic ESL Writing Practical Techniques in Vocabulary and Grammar. London: Lawrence Erlbaum Associates, Publishers
Oshima, A. & Hogue, A. (2006). Introduction to Academic Writing. New York: Pearson Education, Inc.
Paltridge, B. & Starfield, S. (2007). Thesis and Dissertation Writing in a Second Language a Handbook for Supervisors. New York: Routledge
Rottenberg, A.T. (1988). Elements of Arguments A Text and Reader. New York: St. 6. Martinโs Press, Inc.
Swales, J. M. & Feak, C. B. (2000). English in Todayโs Research World A Writing Guide. Michigan: The University of Michigan Press.
Using English for Academic Purposes A guide for International Students http://www.uefap.com/writing/writram.html
Wallwork, A. 2016. English for Writing Research Papers. Cham: Springer International Publishing
Moble phones use in classroom
Cell phones can be useful tools in the classroom by allowing students to look up definitions, research topics, and take photos of notes. However, cell phones are also a major distraction and can enable cheating. The document discusses both the potential benefits of cell phones in class, such as accessing references and notes, as well as the downsides, such as students getting off-task by using phones for games and social media instead of paying attention. Overall, the document debates whether cell phones should be allowed in the classroom.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Lessonobjectivesplan300311
This document provides details of a micro-teach lesson given by Adam Heatherington on the cultural factors affecting the use of information and communication technology (ICT) in the home for music. The 20-minute lesson included a presentation on how ICT has changed music culture and consumption, followed by student activities to apply the concepts. Students listened to the presentation, participated in a quiz and question session, and independently completed a task mirroring the lecture content. The objective was for students to understand how cultural aspects influence the use of ICT for music through devices like MP3 players. Heatherington evaluated the session through observation and a question and answer period.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
Akyazi webinar reflection
This webinar discusses techniques for encouraging creativity and critical thinking in students. It focuses on using imagination through words, music, and images. Some of the techniques discussed include having students describe people or objects beyond physical appearance, using music to stimulate thoughts and feelings, and having students create stories or sentences to accompany images. The goal is to engage students emotionally and integrate multiple skills and senses into the learning process.
Using podcasts to_enhance_learning
Podcasts can be used in the classroom to enhance learning. Podcasts are digital audio or video files that can be downloaded or listened to online. They allow students to reinforce topics discussed in class and review past events by listening or watching. Students can also create their own podcasts to demonstrate their mastery of skills. Podcasts engage auditory and visual learners. Teachers can create podcasts for instruction and students can create their own podcasts to respond to teachers or share their opinions on class topics. Podcasts can be accessed on computers, phones, and other devices.
Hearing imparment
This document discusses hearing impairment and provides information on its characteristics, teaching techniques, and assistive technology. It notes that hearing impairment can cause speech and language delays, communication difficulties, selective hearing, and behavioral issues. It recommends teaching techniques like outlining presentations, repeating questions, speaking directly to students, and providing notes and transcripts. Finally, it outlines assistive technologies such as hearing aids, closed captioning, alerting devices, and recorders that can help hearing-impaired students access information.
How to Utilize Online Source for Listening and Speaking
This is a presentation about how to utilize online source for listening and speaking related to subject Information Communication and Technology in ELT (ICT in ELT)
Learning to teach online
The document outlines a lesson plan for students to use Twitter to improve their English skills over several lessons. It involves students completing a vocabulary quiz on Quizlet, analyzing articles about using Twitter, creating their own Twitter profile, practicing writing tweets in limited characters, and maintaining a diary of their Twitter use over two weeks. Assessment is formative, including checks of vocabulary learning, discussion participation, reading comprehension, and monitoring students' Twitter use and diaries. The goal is for students to gain skills in social media terminology, reading, writing, and speaking in English through interactive online and classroom activities focused on using Twitter.
Sheltered instruction technology plan
This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
Technology ideas for the classroom
This document discusses using technology in the classroom and provides examples of how to incorporate technology into English language lessons. It includes principles for technology integration, examples of technologies that can be used (such as smartphones, tablets, videos), and specific lesson activity ideas that involve using technologies like Skype, recording audio, and uploading content online. Resources for additional information on using technology in English language teaching are also provided.
Micro Applications In The Classroom Podcasting
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, musical pieces for reference, instrument lessons, concert videos, and ear training exercises. Podcasts may also be used for students to ask questions and leave comments as well as having students summarize educational blog posts.
What's hot (20)
ESP SYLLABUS English and focus: (English for Doctor)
ESP SYLLABUS English and focus: (English for Doctor)
ย
How to Utilize Online Source for Listening and Speaking
How to Utilize Online Source for Listening and Speaking
ย
Viewers also liked
5 tips to be truly productive
The document provides 5 tips for ending the day productively: 1) finish one organizing project for 20 minutes, 2) do a brain dump to write down everything on your mind, 3) review your calendar and to-do list to feel prepared for tomorrow, 4) set a shut down time to decompress before rest, 5) center yourself by isolating from people and electronics to slow down before sleep. The tips are meant to help organize thoughts and tasks for the next day while also preparing the mind and body for rest.
Birds in the Raccoon River Valley, Iowa
This document provides information about birdwatching in the Raccoon River Watershed, including common birds found in different ecosystems in the area and recommendations for birdwatching. It lists field guides and resources for identifying birds and recommends exploring one ecosystem at a time. Several local nature areas and parks are described that offer different habitats for birding. Record-keeping activities and websites with additional ornithological information are also mentioned.
Introducing The Walnut Creek Watershed
A photographic and informational overview of the Walnut Creek watershed, part of the Raccoon River basin in Iowa. Key water-related issues are presented, along with ecological strengths.
The Outcome Economy
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
Viewers also liked (7)
Similar to atipt287
My Practicum Technology Experience
Rachelle Cornia taught a lesson on R controlled vowels to her first grade class using a PowerPoint presentation projected with a projector. The students were actively engaged throughout the lesson as they identified R controlled words on their whiteboards. While the projector took some time to set up, the technology kept the students motivated and excited. It allowed Rachelle to present the material in a novel way that appealed to different learning styles and helped the students master the concept after just one lesson.
My Practicum Technology Experience
Rachelle Cornia taught a lesson on R controlled vowels to her first grade class using a PowerPoint presentation projected with a projector. The students were actively engaged throughout the lesson as they identified R controlled words on their whiteboards. While the projector took some time to set up, the technology kept the students motivated and excited. It allowed Rachelle to present the material in a novel way that appealed to different learning styles and helped the students master the concept after just one lesson.
Life In The Desert
This document summarizes a lesson introducing students to the book "Life in the Desert" through a PowerPoint presentation. The presentation incorporated visual explanations of desert concepts and terms to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading to review concepts. The teacher felt technology enhanced the lesson by allowing novel ideas to be explained visually, and students were engaged and remembered what was discussed from the presentation.
Life in the Desert Technology Lesson Updated
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading and review concepts. The teacher felt technology integration was effective for enhancing student understanding of novel concepts in the text.
Life In The Desert
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life and make text-to-self connections. Students were able to access the presentation during lessons and review slides independently. The teacher felt technology enhanced the lesson by allowing visual explanation of ideas and engagement of multiple learning styles.
Technology Powerpoint
1. First grade students at Utah State Core Curriculum presented plays based on the book "Click, Clack, Moo: Cows That Type" using drama, choral readings, and sharing of the book. Their performances were filmed.
2. The class plays were shown to the students using an LCD projector. Students then evaluated their own performance in journals and discussed what went well and could be improved.
3. The use of video recording and playback allowed students to actively reflect on and learn from their presentation, meeting the lesson objective of using various media formats to present.
Teaching with Technology
This document provides a technology integration report for a 1st grade language arts lesson. The lesson objective was for students to listen and demonstrate understanding by responding appropriately. To help meet this objective, the teacher had students use computer programs like Starfall to practice reading and speaking skills after a guided reading lesson. The students were able to read stories aloud to the computer microphone, getting practice reading and oral abilities. Using the computers allowed for guided practice and independent practice of literacy skills and was an effective way to integrate technology while meeting the learning objective.
Teaching with Technology
This document provides a technology integration report for a 1st grade language arts lesson. The lesson objective was for students to listen and demonstrate understanding by responding appropriately. To help meet this objective, the teacher had students use computer programs like Starfall to practice reading and speaking skills after a guided reading lesson. The students were able to read stories aloud to the computer microphone, getting practice reading and oral abilities. Using the computers allowed for guided practice and independent practice of literacy skills and was an effective way to integrate technology while meeting the learning objective.
Tielve tpd2015-second period-journal-checked
Myriam delivered an English lesson to a 5th grade class. She had to modify her plans due to delays and interruptions. She focused on a map activity to help students learn prepositions of location. Myriam introduced a story about a new teacher and had students do a listening activity with dialogues, only getting through 3 due to time constraints.
Technology Integration
This document summarizes a guided reading lesson that used video clips to help students improve their reading skills. The lesson objectives were to help students read smoothly instead of word-by-word and to encourage expression. Two video clips were shown, one of monkeys communicating to demonstrate expression and one of swans gliding smoothly in water. The students were engaged by the clips and able to relate what they saw to how they should read. While the laptop screen was small, the students benefited from having a visual to connect to the concepts. For future lessons, the teacher plans to use a projector to display clips for the whole class.
how to teach listening
There are many way that teacher can use to teach there students effectively. Therefore, teacher could use those essential strategic to teach their students which make the students easy to learn. As we know that listening skill is the most difficult subject in studying foreign language.
Nicole's Technology Experience
The document summarizes a lesson plan for a 1st grade language arts class about R-controlled vowels that used a PowerPoint presentation. The PowerPoint kept the students engaged throughout the lesson. Using technology was motivating for the students and helped them learn the material in one lesson. In the future, the teacher would prepare a backup activity for any delays in setting up the technology.
Nicole's Technology Experience
The document summarizes a lesson plan for a 1st grade language arts class about R-controlled vowels that used a PowerPoint presentation. The PowerPoint kept the students engaged throughout the lesson. Using technology was motivating for the students and helped them learn the material in one lesson. In the future, the teacher would prepare a backup activity for if there are issues setting up the technology to minimize downtime.
Pa final project(1)Lana Davis /2
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
MICROHONE- EDTECH REPOsadadadasdasdRTttt.pptx
The document defines a microphone as a device that converts sound waves into electrical signals. It discusses uses of microphones in education such as increasing student attentiveness, reducing teacher voice strain, and improving lesson comprehension. Advantages listed include amplifying the teacher's voice to overcome noise and allowing all students to hear equally. Disadvantages include students not learning to read as effectively and difficulties controlling or selecting specific audio segments.
Eileen-final project
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
Eileen
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
Supporting Phonemic Awareness Presentation
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
Phonemic Awareness Project
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
Pa final project-bdinelli
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
Similar to atipt287 (20)
Recently uploaded
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Bossa Nโ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
Recently uploaded (20)
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
ย
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
ย
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
ย
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
ย
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
ย
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
ย
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
ย
atipt287
- 1. Technology in Guided Reading IP&T 287 Ashley Trimble
- 5. Pictures
Editor's Notes
- Hello, my name is Ashley Trimble and I decided to use technology with my Guided Reading group.