Student Engagement and Learning Needs: helping your students learn in the cla...Emma Kennedy
This presentation is designed to help university teachers create an effective classroom environment for all learners, catering to different learning styles and keeping students engaged and enthusiastic.
Student Engagement and Learning Needs: helping your students learn in the cla...Emma Kennedy
This presentation is designed to help university teachers create an effective classroom environment for all learners, catering to different learning styles and keeping students engaged and enthusiastic.
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
JK to PhD: Active Learning in the School and University ClassroomBenjamin Walsh
This interactive session will bring together colleagues from school
and university libraries across the region to demonstrate active
learning techniques they are currently using in their classrooms
and to invite session participants to test these techniques and
share their own.
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
JK to PhD: Active Learning in the School and University ClassroomBenjamin Walsh
This interactive session will bring together colleagues from school
and university libraries across the region to demonstrate active
learning techniques they are currently using in their classrooms
and to invite session participants to test these techniques and
share their own.
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Nurturing T-Ss Relationship during Online TEYL.pptxSriSupiahCahyati
The relationship of teachers and students in the classroom has been addressed in several reports, but there is still a lack of research on online teaching English to young learners in Indonesia context. By investigating how teachers interact with their students during online learning, the practice of teaching-learning Engish, and their perceptions of this, this study tackled this void. In this descriptive case study design, 6 participants were recruited, while the data were obtained from observation and semi-structured interview. The results showed that the teachers used the method of grammar translation to interact with the students and promote cognitive engagement, as well as active engagement. The teachers nevertheless claimed that teaching English online was difficult and challenging, although students admitted that they missed the time to visit their teacher in person. Since the teaching-learning process is a social and individual process, it needs a social context and the intense teacher-student relationship is very critical. Therefore, online interactions with intense relationships will stimulate the encouragement, cognitive growth, and creativity of children.
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
Lecture on New Zeland demograhics taken from the 2006 New Zealand Statistics cesus and also looks at research on effectiveness for teachers in classrooms.
1. Classroom
Year 7
Geography
22 students
English first
language
No behaviour
issues
Mixed ability
Student
Learning needs
Speaks Greek and English
Quiet, low self confidence
School
Independent
Private
Fee paying
Non selective entry
High academic
achievement
community services
1200 students
31/01/2017Julia Cirillo
2. Clio:
Diagnostic
assessment
Geography Test
Results:
a/v 65%
Test. : 27.5%
Learning needs:
Reading,
mathematics &
written expression
Observations:
lacks confidence in
her abilities
Year 7-
concrete
thinker
Supportive
family
Supportive School
environment
e.g Individual
Differences
31/01/2017Julia Cirillo
3. Clio:
Diagnostic
assessment
Geography Test
Results:
a/v 65%
Test. : 27.5%
Learning needs:
Reading,
mathematics &
written expression
Observations:
lacks confidence in
her abilities
Low self efficacy
Year 7-
concrete
thinker
Supportive
family
Supportive School
environment
e.g Individual
Differences
1. Planning
31/01/2017Julia Cirillo
4. Goals:
Vocabulary
Knowledge
Skill
“Student motivation and engagement in these years is critical
and can be influenced by tailoring approaches to teaching,
with learning activities and learning environments that
specifically consider the needs of middle years students”,
Melbourne Declaration, Enhancing Middle Years Development
“Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific teaching needs of
students across the full range of abilites.”, www.atsil.edu.au
31/01/2017Julia Cirillo
5. 2. Implementation and analysis
1: Engagement:
Activities
multimodal
2. Building
Knowledge
Vocabulary
3.Transformation
Choosing and
drawing
4. Presentation
Class drawings
5. Reflection:
Peer review
31/01/2017Julia Cirillo
6. 3. Evaluation and Reflection
Further support:
Positive feedback
Building relationships
Guided learning
ZPD development
Metacognition development
Clear sequenced instructions
“Instruction is the one factor over which the school has
complete control. Effective instruction can respond to student
attributes to maximise achievement.” Noel Pearson, 200931/01/2017Julia Cirillo
7. References:
Australian Professional Standards for Teachers, Graduate Teachers (downloaded 28/02/2013).
Australian Institute for Teaching and School Leadership. www.aitsl.edu.au
Fang, Z. & Schleppegrell, M. (2008). “Language and reading in secondary content areas.” From:
Reading in secondary content areas: A language-based pedagogy.
Formative Assessment Techniques checklist. Adapted from Dylan Wiliam, Embedded Formative
assessment.
Hattie, J. and Timperley, H. University of Auckland, New Zealand (2007). “The power of feedback.”
In Review of Educational Research, March 2007, Vol. 77, No. 1, pp 81-112.
Groundwater-Smith, S. et al (2007). “Understanding learner diversity.” In Groundwater-Smith, S.,
Ewing, R. & Le Cornu, R. Teaching: challenges and dilemma. 3rd ed. pp 5274. Thomson.
Loughran, J. (2010) What expert teachers do: Enhancing professional knowledge for classroom
practice. Allen & Unwin, Crows Nest, NSW.
Dr Nigel Lutersz, 12/03/2013, Language and Teaching. Workshop 2 notes, The University of
Melbourne
31/01/2017Julia Cirillo
8. References:
Melbourne Declaration on Educational Goals for Young Australians. December 2008. Ministerial Council on
Education, Employment, Training and Youth affairs.
Mercer, N. (2000) Words and Minds: How we use language to think together. Routledge, London. ISBN:
0415224756
O’Donnell, Dobozy, Bartlett, Bryer, Reeve and Smith (2012). Educational Psychology. First Australian Edition.
John Wiley & Sons Australia, Ltd.
Pearson, N. (2009). “If the student has not learned, the teacher has not taught”. In, Radical hope: education
and equality in Australia (Quarterly Essay issue 35) (pp. 35-54). Black Inc. ISBN: 978-1863954440
Raban, B. (2001)." Talking to think, learn, and teach". In P. G. Smith (Ed.), Talking classrooms: shaping children's
learning through oral language instruction. Newark, Delaware, International Reading Association. ISBN
0872072789
Shayer, M. (2003) “Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. In:
Learning and Instruction, Vol. 13 (2003) pp. 465-485
Myschool.edu.au (2010). Home | My School. [online] Retrieved from: http://www.myschool.edu.au/
[Accessed: 3 Jun 2013].
Wyn, J. (2009). “Education as a tool for social inclusion”. In Touching the future: building skills for life and work.
Australian Education Review no. 55 (pp 20-30). ACER ISBN 9780864318534
31/01/2017Julia Cirillo
