If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
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.
Ch. 4 oracy & literacy for english language learners
1. Oracy & Literacy for
English-Language
Learners
Chapter 4
Challenges
2. Standards for ELL Students
Nationwide and Locally
1997 – original standards for student
performance
2006 – brand new document
incorporating content areas
3. ESL Goals and Standards
Goal 1: To use English to communicate in social settings
Use English to participate in social interaction
Interact in, through, and with spoken and written English for persoal expression
and enjoyment
Use learning strategies to extend their communicative competence
Goal 2: To use English to achieve academically in all content areas
Use English to interact in the classroom
Use English to obtain, process, construct, and provide subject matter information in
spoken & written form
Goal 3: To use English in socially & culturally appropriate ways
Use the appropriate language variety, register, and genre according to audience,
purpose, and setting
Use nonverbal communication appropriate to audience, purpose, & setting
Use appropriate learning strategies to extend their sociolinguistic and sociocultural
competence
4. Arkansas English Language
Frameworks
Four skills areas
How many of you took a course on listening or
developing listening comprehension?
Listening
Speaking
Reading
Writing
Integrating helps to build proficiency
5. Listening
Passive? NO, receptive skill
Use background knowledge, visual cues,
expectations of what people will be saying to
make meaning
Backward buildup is technique to focus on
difficult vocabulary
7. How can you tell listening
happening?
Have students listen to text (audiotape, ad from tv,
video, announcement, etc…)
Allow them to draw what they understand (see the
example of integrated skills) first
Allow them to order what happened first in the text,
second, etc… by numbering or cutting out visuals
that represent the text
TPR activities--- listening first, then later other skills
8. Speaking
Do we expect learners to come to school able to speak under most
circumstances?
Novice: Linguistically language learners begin with one/two word phrases
or memorizable chunks
Intermediate: Move to “almost” sentence structure
Intermediate High: Next step is to complete simple sentences
Advanced: Next is to more complex
Advanced/Superior: Finally, to paragraph-length utterances
Look at Table 4.2 – pg. 84, which are Novice speaking activities? Which
are intermediate? Which would you avoid with a brand new language
learner initially?
9. Speaking
What about perfect pronunciation and
intonation?
Is it always a good idea to teach
stress, intonation overtly or should we allow
students to experience?
Error correction: Does it matter if we correct
student errors?
10. Reading
The key most important element for a
language learner (or any learner) to
comprehend a reading passage is background
knowledge! Not grammar!
Important skill that can transfer if foundations
laid
Most important skill to gain content
knowledge in many classrooms still
11. Wide range of literacy we serve
K-3 whose beginning literacy instruction is in their primary
language
K-3 acquiring initial literacy in English because they do not
have access in L1
Older learners with grade-level primary language literacy who
are beginning to develop English literacy
Older with limited formal schooling in home country
Older learners with inconsistent school history, with limited
development of either the primary language or English
DESPITE this, national accountability is requiring us to assess
these groups to the same standards!
12. Transfer of Reading from L1 to L2
Much easier to transfer knowledge of printed
word, how words fit together if you have had
experience in L1
IRA (2001) recommended that initial literacy be in
the child’s L1
When not possible or serving other groups as listed
above three major things to consider
Literacy is introduced in meaningful way
Link b/w oral language and print is made as naturally as
possible
Students have the opportunity to enjoy reading/writing
13. 7 Strategies for teaching reading
Environmental print
Meaning-based
Silent period in reading
Low-anxiety environment
Motivating activities
Integration of structure & function
Integration of content & literacy (see Table
4.4)
14. Phonics & Literacy for ELLs
Often taught in early childhood
Has been shown to be good for English-speaking children
For ELL students, evidence is not clear-cut
“English learners should not be involved in phonics instruction that isolate
sounds and letters from meaningful use of text”
Success for All (reading program in some central Arkansas
schools)…elementary teacher found following problems: reading
(decoding) is separate from comprehension; emphasis is on sound and
sound-blend identification to the detriment of coherent, logical reading
materials; specially written stories focus on targeted sounds and do not
include commonly occurring English words and natural usage; and
unnatural, awkward syntax contradicts ELL growing knowledge of spoken
English and/or reinforces use of problematic language (Lee, 2000).
15. Strategies for ELL Literacy
Development
Visuals, visuals, visuals and meaningful
content
Prereading activities (activating schema/prior
knowledge)
LEA – students tell orally about experiences,
teachers write down and read, and text
becomes reading for the ELL students
Other techniques listed in the chapter
16. Writing
Often the last skill to be improved upon (think about
yourself in your L1!)
Moved from product to process writing
Brainstorming
Drafting
Peer reviewing
Publishing
Remember that language learners may need to draw
and label as alternative to longer writing assignments
at novice levels.
17. Error Correction & Grammar
Grammar should not be taught just for grammar’s sake, especially
for ELL students who do not have enough abstract language to
understand the “linguistic” talk – needs to be connected to
meaningful interaction
However, there does need to be meaningful connections to grammar
Errors are a part of acquiring a L2 so we must encourage them
Early on, fluency is more important than grammatical accuracy
When student says, “I no got pencil”, the teacher should model back
“well if you don’t have a pencil, ask your partner to borrow one”.
Focus is ON THE MESSAGE, not the form.
Younger children do not benefit from overt grammar instruction as
much as older children who have had language experiences in their
L1.
If you notice a common set of errors over and over again, this may
be the time to use the overhead or computer to show students and
have them analyze the problem
18. CALL – Computer Assisted
Language Learning
Wonderful time to be teaching! At least where tech is
concerned
Lots of practice on language learning can be
accomplished on commercial & FREE software
Computer language learning can provide meaning
authentic texts for learners
Students can look up news stories in their own
languages and newspapers to gain background
knowledge for learning the content in English! (if
they have L1 literacy skills)