Content-Focused Language Instruction - Handout 2014Brent Jones
Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
Content-Focused Language Instruction - Handout 2014Brent Jones
Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
Learn how to categorize and envision technology enabled experiences using the TIM (technology integration matrix). The presentation includes two animated GIFs, however the GIFs do not play on slideshare. The animated GIFs are an example of FKA Twigs using google glass and an overhead projector demonstration.
Talk presented at the 2013 Foreign Language Instructional technology Conference in Nicosia, Cyprus, in December 2013; Deborah Healey and Sophie Ioannou-Georgiou
Catering for linguistic domain specialisations through computer-assisted lang...Ana Gimeno-Sanz
Invited key-note session delivered at the XXIIIe Congrès RANACLES: Centres de langues et spécialité(s), Universtié Toulouse Jean Jaurès, 26-28 nov. 2015.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
Learn how to categorize and envision technology enabled experiences using the TIM (technology integration matrix). The presentation includes two animated GIFs, however the GIFs do not play on slideshare. The animated GIFs are an example of FKA Twigs using google glass and an overhead projector demonstration.
Talk presented at the 2013 Foreign Language Instructional technology Conference in Nicosia, Cyprus, in December 2013; Deborah Healey and Sophie Ioannou-Georgiou
Catering for linguistic domain specialisations through computer-assisted lang...Ana Gimeno-Sanz
Invited key-note session delivered at the XXIIIe Congrès RANACLES: Centres de langues et spécialité(s), Universtié Toulouse Jean Jaurès, 26-28 nov. 2015.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
“Bon símptoma”. De moment, 13 morts als bous al carrer en un sol estiu.Jesús Frare Garcia
Reproduïsc totes i cadascuna de les paraules que aquest individu pronuncià amb un somriure a la boca:
És un bon símptoma que n’hi han hagut més morts. No és que me n’alegre de cap mort, ni molt menys, però és senyal que n’hi ha hagut molta, de participació. Quan hi ha més accidents és quan surt la gent de vacances, quan hi ha més trànsit de gent i hi ha més morts a les carreteres. Això no ho qüestionem? I ara qüestionarem les morts que han hagut als bous… Doncs, simplement és que, possiblement, hi ha hagut més participació i, en haver-ne, corres més risc que n’hi hagen.
Tots els que han hagut que han mort, dins del recorregut, segurament que estaven allí perquè volien, no se li ha obligat a ningú.
Penso que això no és un punt a qüestionar, encara que la premsa, últimament, ho qüestiona bastant. Penso que, això, és un bon símptoma.
Workshop 1: Echt samenwerken betekent langere contractduur. Case schipholFacto Magazine
Case: aanbesteden en performance management facilitaire contracten bij Schiphol.
Na een intensieve aanbestedingsprocedure traden op 1 april van dit jaar enkele grote facilitaire contracten op Luchthaven Schiphol (terminal) in werking, met als hoofdonderdeel de schoonmaakdienstverlening. In de contracten is een belangrijke rol weggelegd voor het Performance Management Model, een nieuw model gebaseerd op vier hoofdpijlers:
- Financiële bedrijfsvoering
- Technische schoonmaakkwaliteit
- Klanttevredenheid (passagiersperceptie en interne klanttevredenheid)
- Collectiviteit
Met name de pijler ‘collectiviteit’ vormt een bijzonder onderdeel in de prestatiemeting: als de schoonmaakbedrijven gezamenlijk in staat zijn te voldoen aan een aantal afgesproken KPI’s, kunnen zij bonustijd verdienen, die kan oplopen tot zes maal zes maanden extra. De aanvankelijke contractduur van vijf jaar kan daarmee verlengd worden tot acht jaar in totaal.
In deze workshop staat naast de aanbesteding met name het Performance Management Model centraal, en komen de volgende onderwerpen aan de orde:
Aanbesteding: voorbereiding, visie, uitwerking, lessons learned
Performance Management Model: opzet, achtergronden en werking in de praktijk
Samenwerking tussen organisaties: valkuilen en aandachtspunten
Doorvertaling collectiviteitsmodel: kan het model ook werken bij samenwerking tussen leveranciers in verschillende sectoren?
Overzicht eerste resultaten van Performance Management Model
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
Discussion boards as tools in blended efl learning programs. Diana Cantor. 2009Claudia Mesa
This presentation describe some important aspects of the paper: Discussion Boards as Tools in Blended EFL Learning Programs published in Profile Journal in Colombia.
The author is Diana Isabel Cantor from Universidad Nacional de Colombia - Bogota
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This presentation describes general aspects of an EFL classroom project
supported on the use of web tools, e.g. blogs, in order to improve students' EFL learning and communication skills.
This excellent article describes the current use of different technological gadgets that are being used in different contexts to teach and learn English using technology. Dr. Richards also explains its academic relevance through hands-on examples.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Case Study: A blended undergraduate course in Ecuador
Jose Lema
What is the context of the course?
This is a blended program for undergraduate students of the Catholic University in Quito,
Ecuador. Students take six levels of general English at the A1/A2 and B1 levels of the Common
European Framework as part of their undergraduate degree program in the School of Education.
The course is divided into two modes of delivering content: the face-to-face one, and the one that
makes use of technology. For both modes the institution works with the Four Corners series (FC).
In each level the students cover six units of the FC coursebook. The blended part of the course is
carried out using the institutional Virtual Learning Environment (VLE) Moodle. The use of
Moodle is intended to support students’ learning through delivering, expanding and providing
additional English practice.
What are the goals of the course?
The main goal of the EFL blended course is to allow students to be able to master all four
language skills - listening, speaking, reading and writing making use of a variety of language
communicative strategies. In order to accomplish this goal the institution uses language learning
standards similar to the ones designed by the Common European Framework of Reference for
Languages (CEFRL) .
Thus, the expected outcomes after concluding each of the six levels:
̵ the first and second levels will equate to the CEFRL A1 or elementary: students can deal with
very limited day-to-day activities.
̵ the third and fourth levels will equate to the CEFRL A2 or lower-intermediate: students can
deal with predictable day-to-day activities.
̵ the fourth and sixth levels will equate to the CEFRL B1 or intermediate: students can deal
with varied familiar everyday activities.
What planning was involved in developing the course?
To comply with graduation requirements the university offers a variety of foreign language
courses to its different schools and departments. English language classes are taught -on-campus,
on a daily-basis and mainly in the traditional face-to-face form. Likewise, some programs and
many subjects are now being delivered in a blended form: face-to-face sessions are supported,
expanded and complemented through the use of technological platforms such as Moodle. The
blended English language teaching program has been designed to meet the needs of part-time
students who are taking their major in education. The course was jointly-developed by a staff
member from the English language department and the university department of new
technologies. Both departments have worked together to develop a sound teaching model that
addresses the delivery of face-to-face instruction in conjunction with the institutional VLE
Moodle.
How is the course organized?
The ELT blended course is organized over one fifteen week semester. The course has six units
and each unit is planned to be delivered in two weeks. During those two weeks students attend
two sessions and work on the VLE platform. Since the VLE allows to include plenty of reading
2. and writing activities, in the face-to-face sessions there is an emphasis on practicing and
developing verbal communicative skills. The online work comprises: interactive activities
(online workbook, self-study CD-ROM activities and tests, portfolio); written and oral tasks. The
organization of the course is as follows:
Inside each unit there is a topic of the unit, four subtopics and four learning outcomes. Moreover,
each unit includes: grammar points, vocabulary development, functional language descriptions,
listening and pronunciation exercises, reading, writing and speaking tasks.
The blending of the course relies on a number of self-study guides to be studied and completed
using the institutional VLE Moodle. The self-study guides have been designed to explain,
expand and practice content. Together they serve to manage assignments and grades; start
discussion forums; embed videos and podcasts; manage email; organize online chats; and hand
over feedback. The organization of the platform attempts to work in an integrated way so that the
different academic components of the course such as the topics, vocabulary, listening, speaking,
reading, writing, etc., are relevant, related and intertwined. The organization of the online self-
study guides is as follows:
3. Each self-study guide shares the following format:
What teaching and learning methods do you use?
The blended program combines classroom sessions and online lessons and activities through the
institutional VLE Moodle. The course is designed to enable learners to interact effectively with
others in English in a variety of communicative situations. Students are given as many
opportunities as possible to share ideas and experiences individually, in pairs and group work
both in classroom sessions and online lessons. The progression of tasks in each unit allows
students to relate what they have learned to their own experiences. An inductive approach is
applied, in which the content is first presented in context. Learners are encouraged to observe,
compare, and analyze in order to identify the use of vocabulary and structures. Students are also
presented with targeted exercises that ensure comprehension of the content. In each unit, the four
skills are covered for reading, listening, speaking, and writing plus vocabulary, grammar
structures and pronunciation.
What is the role of materials and other resources?
The blended English language course uses the materials supplemented by the coursebook. It
includes different components that are used throughout the course. (See the chart below).
Depending on the objectives of the lesson, the different components may be used in the
classroom, for online exclusively, for autonomous learning and to be used with a VLE platform.
The chart below shows the materials and its different uses:
4. Teachers and students may benefit from the Internet and the massive amount of information that
can be used and adapted for the teaching and learning of specific content or autonomous
extended practice. Teachers may even create their own materials to be used in class and online.
A list of examples for online resources and teacher-developed resources are described in the
chart below:
Did you experience any difficulties in developing the course?
Developing a blended course such as this has raised a number of issues connected to four
different factors. 1) The institutional factors involve dealing with internal administrative
procedures that affect the decision-making of specific and vital choices. Consider the following
example: when new teachers join the blended program they may know how to teach using
technology, however due to the demanding of using more advanced techno-pedagogical
procedures more teacher training is required. The institution may lag at this since the
organizational framework is not always flexible and teachers are faced to deal with the new
challenges by themselves. 2) The teacher factors comprise issues with teachers obliged to meet
the demands of a blended teaching environment. Since the majority of teachers have been used to
teaching in the traditional form without much consideration of using ICT tools, some teachers
ended up feeling alienated and overwhelmed after enduring blended teaching practices. In the
blended program described above many teachers found themselves bewildered not only to the
fact that they need to be technological literates but also realizing how to deal with state-of-the-art
techno-pedagogical content knowledge required for this type of courses. 3) The teaching factor
issues focus on uncovering a sound teaching model and principles needed for blended language
instruction. Phil Hubbard (2009) alleges that much of the language teaching using technology
has been ‘atheoretical without any specific theory or framework’ and when there is the need to
have an underlying basis for using technology there has been either a ‘simple theory
borrowing...without any changes’ from general education theory and teaching practices. Or,
‘theory adaptation’ where ‘Theory is modified or enhanced to accommodate the differences
inherent in the computer versus the face-to-face environment’. In our blended program the
5. teaching issues and challenges lie more on the technological teaching side than the face-to-face
one. Using technology and not having crystal clear boundaries for the teacher roles, the
instructional materials, teaching activities and procedures certainly may cause a negative impact
on the program. Furthermore, as in any other language teaching program a comprehensible
model will allow accomplishing good teaching blended practices, thus it requires an ongoing
evaluation of blended practices and procedures. 4) Finally, the issues connected with students
hinges on learners getting used to using technology as a powerful source of information and
learning. Thus, some learners may find themselves puzzled not only dealing with language
learning but also figuring it out how to use technological gadgets and novel teaching procedures
such as asynchronous or synchronous learning.
What role does assessment play in the course?
Similar to other ELT programs assessment and evaluation procedures are a fundamental element
in the blended language teaching curriculum. In this course, different formative and summative
assessment procedures were implemented. Formative assessment methods aimed to check or
collect information on linguistic or communicative performance that allow to monitor students’
learning. For example, during the face-to-face sessions the use of informal assessment strategies
are widely used, e.g. interviews, role-plays, observations, comprehension questions, etc. And, on
the VLE platform, the use of screenshots and screencasting procedures are intended to provide
feedback through images, and video. In conjunction with summative assessment procedures
aimed to evaluate the students learning at the end of each instructional unit: e.g. for the face-to-
face sessions - written and oral quizzes and online tests or projects for the technological
component. The following is an example of providing ongoing assessment using a screencasting
feedback tool: (Screencast-O-Matic)
Jose Lema is a M.A. in TESOL teacher and consultant in the School of Languages at the Catholic University and
the Army University ESPE in Quito, Ecuador. He has been interested in developing teaching language procedures
using technology and teaching a wide variety of ELT courses. Jose is currently interested in researching about
blended teaching and the use of technological apps and software in the ELT classroom, and he has written recently
and collaborated with some academic articles for Cambridge University Press book ”Key Issues in Language
Teaching” (2015).