Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
Denyze Toffoli & Geoff Sockett
Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers/trainers
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.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
Denyze Toffoli & Geoff Sockett
Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers/trainers
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.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
1A Content-Based Information Gap Activity (CBIIGA) ProjecTatianaMajor22
1
A Content-Based Information Gap Activity (CBI/IGA) Project
50 points
Below is the IGA Activity
Introduction:
Information gap activities (IGAs) are a cooperative pair task in which students share information known to one student (Student A) but not to the other (Student B). By collaborating and speaking in the target language, students complete the task. The activity could involve collaboration and such as finding or drawing missing objects on a picture or filling in a chart with missing information.
Information gap activities are contextualized and used to support the development of student-student interpersonal communication. As we have previously discussed in class, the context includes WHO is talking, and WHERE, WHEN and WHY they are talking. This context is typically described in the directions for the activity. IGAs provide practice with specific communicative functions related to the context. These functions could be asking for directions to complete a map, describing locations of objects to complete a picture, asking for and stating the time to complete a schedule, providing information to fill out a chart, etc. The possibilities are endless.
Information gap activities provide opportunities for students to engage in NEGOTIATING AND MAKING MEANING, thus supporting acquisition according to Long’s Interactional Hypothesis. Students are taught to ask for clarification, check comprehension of what they are trying to say, and confirm their understandings. Students also become CREATIVE with their language and combine and recombine what they know as they engage in INTERPERSONAL COMMUNICATION. Thus, there is NOPRIOR SCRIPTING involved.
NOT ALL IGAs are created equal. Some tasks only provide practice in using FORMULAIC LANGUAGE while others require CREATING meanings with language that the students know.
Supporting Materials:
All IGAs have some VISUAL element, a map, a picture, or a chart, etc. Student A has information that student B does not have and student B has information that student A does not have. Together they cooperate and communicate in the target language so that each student has all the information.
There are always TWO parts to an information gap task – Student A and Student B. Some teachers COLOR CODE each part to ensure pairs of students have the correct materials for the task. For example, student A’s paper might be green and students B’s paper might be yellow.
Many IGAs provide a WORD BANK and/or SENTENCE STARTERS of necessary words and expressions for completing the task. The word bank and sentence starters provide language support or linguistic scaffolding, one important consideration for developing a successful interpersonal task. For a map completion task, these words may be prepositions or cardinal directions, ways of asking for information, and ways of describing locations. In addition, you may include some negotiation of meaning phrases such as, can you repeat that?, what?, where is it? By practic ...