THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
I thanks go to Naeem, Sher Azam, Monica Gill, Syed Aziz and Samia Kausar at Quaid e Azam University, Islamabad. I have tried to acknowledge all sources and true to the original data as much as possible, however there are undoubtedly still corrections to be made. If anyone who reads this acknowledgements find a piece of data that needs correction, please notify me at ahdihassan441@gmail.com.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
I thanks go to Naeem, Sher Azam, Monica Gill, Syed Aziz and Samia Kausar at Quaid e Azam University, Islamabad. I have tried to acknowledge all sources and true to the original data as much as possible, however there are undoubtedly still corrections to be made. If anyone who reads this acknowledgements find a piece of data that needs correction, please notify me at ahdihassan441@gmail.com.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Aspectos claves en la enseñanza-aprendizaje de .......isaperez
Presentación sobre aspectos claves en la enseñanza-aprendizaje teniendo en cuenta las conclusiones de John Hattie en su libro "Visible Learning" (2011).
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
Material para una sesión donde los participantes varíen el tipo de instrucción deductiva o inductiva dependiendo del nivel del dominio de inglés de sus estudiantes y del contenido que pretendan enseñar, y reconozcan las características de una instrucción deductiva o inductivo y en que situaciones deberían ser empleados.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within and react to. Plans are proposals for action rather than scripts to be followed slavishly
Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
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.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter 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.
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?
2. CLIL: Content Language Integrated
language
The General Coordinator explains the English
Matters´background and program.
Methodology: 3 keys
1. CPD (Continous Proffesional
Development)
2. Context4Content
3. Development:Reflective
Journaling, Portfolio, Dissemination2
3. A dual-focused educational
approach in which an additional
language is used for the learning
and teaching of content and
language with the objective of
promoting both content and
language mastery
A CLIL Definition
3
4. Aims of CLIL
1. Introduce learners to new ideas
and concepts in curricular
subjects
2. Improve learner´s performance in
both curriculum subjects and the
target language
3. Increase cultural awareness
4. Increase learner´s confidence in
the target language4
5. Aims of CLIL
5. Make the content subject the primary
focus of classroom materials.
6. Enable learners to access curriculum
subject by adapting lesson plans to
take into account students´ability in
the target language
7. Provide cognitively challenging
materials from the beginning
8. Provide scaffolding to support
learning of content and language
5
6. It is much more than reading
and writing.
It includes different forms of
communication: spoken
language, printed text, digital
media
Literacy
6
8. THE THREE
“Ais”
Analyse content for language of content. Keywords Reading and
understanding
Add to content language for learning. Fillgaps. Matching definitions. Underline. T/F
Appy to content language through learning. Placemat. 3-2-1. Debate
8
11. Assesment
With the right help,
techniques and effort
everyone can improve their
capacity to learn.
11
12. Learning intention, Learning outcome. It is what we
want our students to learn and what they have
learned.
Sharing (teach what they are going to learn)
Effective feedback
Self assessment
Assessmet of learning (Summative)
Assessment for learning (Formative)
Assessment for Learning
12
13. My birthday ( to Know eachother, ordering…)
Write pictures and explain
Think( silently write), pair, square(4)
KWL ( Know, want to know, learnt)
Write what you/others did to help or hinder (To reflect)
Make questions and its answers
Give staments and write true or false. If false,comment.
Strategies
13
14. 3-2-1: 3(things you found out) 2 ( interested things) 1 (question I
have)
Give definitions and students write the words
Underline keywords
Write words heard or seen (never, before, I know meaning, no)
A ticket to leave/Exit pass (Any comment when leaving)
Writing opinions about a sentence. You do like a fan folding it.
Then we read all of them.
Strategies
14
15. Slideshare.net
Prezi.com
Blogs
Blendspace.com
Zunal.com (WEBQUEST)
Teachers payteachers.com (some are free)
Tes.co.uk ( for English speakers)
Readwritethinktimeline( save as pdf)
Picsart
Quizmo
Kahoot
ITC Resources
15
17. Glossary
HOTS: High Order Thinking Skills
LOTS: Low Order Thinking Skills
NEW: Not Every Word
KWL: Know,Want to Know, Learnt
BICS: Basic Interpersonal Communication Skill
CALP: Cognitive Accademic Language Proficiency
17Lorenzo J. Bejarano
