Take advantage of the language in the songs, rhymes, poems and stories your young learners have already enjoyed in earlier classes to get them reading and writing painlessly. Wendy will show you three strategies based on what the children can already say: Morning Message, the Language Experience Approach and class-created Big Books.
By the end of this webinar, teachers will be able to:
- Connect listening and speaking to beginning writing and reading.
- Decide when to begin writing and reading instruction.
- Learn the steps of writing morning messages and Language Experience Stories.
- State the advantages of shared writing and reading.
- Find out how Big Books enhance reading instruction.
This webinar for English Language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Wendy Coulson is an English Language Fellow in Medellin, Colombia working at Centro Colombo Americano Medellin, a binational center, creating training workshops for teachers of young learners and those with learners with special needs. She also created leadership workshops for youth in CCA’s social programs. Wendy has been an education consultant for the past six years and founded her own consultancy, Peace & Development Education Consulting which develops education programs for development projects. She has a Masters of Education specializing in bilingual and special education and Masters of Arts in Applied Linguistics and TESOL.
► Find the webinar here: https://youtu.be/3nQ4QP2TUpQ
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
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Aquesta presentació fa referència a un treball col.laboratiu d'uns alumnes que han realitzat un projecte sobre Dickens que té l'objectiu de compartir i explicar la seva experiència i els seus coneixements a companys més petits del mateix centre.
Tasks for interesting discussions about visual imagery in the
the book, particularly about how the cartoons assist the readers’ understanding of the text.
Take advantage of the language in the songs, rhymes, poems and stories your young learners have already enjoyed in earlier classes to get them reading and writing painlessly. Wendy will show you three strategies based on what the children can already say: Morning Message, the Language Experience Approach and class-created Big Books.
By the end of this webinar, teachers will be able to:
- Connect listening and speaking to beginning writing and reading.
- Decide when to begin writing and reading instruction.
- Learn the steps of writing morning messages and Language Experience Stories.
- State the advantages of shared writing and reading.
- Find out how Big Books enhance reading instruction.
This webinar for English Language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Wendy Coulson is an English Language Fellow in Medellin, Colombia working at Centro Colombo Americano Medellin, a binational center, creating training workshops for teachers of young learners and those with learners with special needs. She also created leadership workshops for youth in CCA’s social programs. Wendy has been an education consultant for the past six years and founded her own consultancy, Peace & Development Education Consulting which develops education programs for development projects. She has a Masters of Education specializing in bilingual and special education and Masters of Arts in Applied Linguistics and TESOL.
► Find the webinar here: https://youtu.be/3nQ4QP2TUpQ
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Aquesta presentació fa referència a un treball col.laboratiu d'uns alumnes que han realitzat un projecte sobre Dickens que té l'objectiu de compartir i explicar la seva experiència i els seus coneixements a companys més petits del mateix centre.
Tasks for interesting discussions about visual imagery in the
the book, particularly about how the cartoons assist the readers’ understanding of the text.
MVLRI Webinar 2016 - The Journal Article Review ProcessMichael Barbour
Rose, R., Archambault, L., Barbour, M. K., Borup, J., & Lowes, S. (2016, November). The journal article review process. A Michigan Virtual Learning Research Institute webinar, Lansing, MI. Retrieved from https://youtu.be/jpVzm9W4Esg
Guided ResponseRespond to at least two of your peers. Suggest.docxaidaclewer
Guided Response:
Respond to at least two of your peers. Suggest ways you and your peers can increase cultural and global awareness.
Melba Bledsoe
I chose these...
· Culturally responsive teachings, Give ELLs opportunities to create performance-based products (e.g., oral reports, games, storyboards, or artwork) based on their readings in order to deepen their understanding of the content and to promote their oral language development at the same time (Thompson, 2010). In this I think artwork would be the best.
Break down instructional tasks for ELLs to make learning manageable. ELLs need step-by-step instruction that makes complex tasks accessible and builds on their prior knowledge, both culturally and linguistically.
· Understanding a student’s culture is very important. It gives the student self-esteem, values, classroom behavior and learning. The more the teacher understands the more she can teach. I would draw a picm of the cycle of the butterfly so she could understand and have the words in English and her language. For linguistically responsive I would use. Provide more wait time for content-based and literacy activities during class for processing new content and constructing meaning using their new language.
Wilishia Smith
Recognize that when students see their own cultures reflected in the instructional resources, students’ cultural identities are validated. They may become more interested in developing essential literacy skills and making meaningful and memorable connections to learning rigorous content and acquiring challenging, new skills.
Break down instructional tasks for ELLs to make learning manageable. ELLs need step-by-step instruction that makes complex tasks accessible and builds on their prior knowledge, both culturally and linguistically.
For learning the life cycle of butterflies, I would first break down the process step by step by using keywords and having them in English as well as Chinese. This will allow the other students to learn the names of the stages in a different language as well. I will then have my students to draw, label (in English and Chinese), and color the life cycle. Or do some sort of art incorporated activity that will allows a creative twist to the assignment. I believe this will help Jia feel more involved with the classroom, because her assistance and input will be important on pronouncing the names properly. This will also support her by showing her that we, as a class, are interested in her as a person and are curious and intrigued by her culture, and I think this will make her proud to know something not everyone else knows.
I feel it is important for teachers to know their students cultural identities because it will assist greatly in getting to know who they are. It helps understand their thought process and how they may come to conclusions or get results that may differ from other students.
An intercultural experience I had is when we moved to G ...
9
Capstone Paper
Laura Forsythe
April 20, 2018
Reading to children is a tremendously important mission for parents and teachers. There are several arguments that explore why it is important to read to children. Some of these reasons include: it prepares children to succeed in school; it can help to develop language skills; it exercises brain function; it is a form of entertainment, and; it creates a bond between a child and the reader. The activity of reading has different meaning and often creates an emotional response in different people. For some, reading can be a chore, but for others reading is an opportunity for fun and family time. There are many educational benefits that reading provides for children. This is especially true when looking at the disciplines of literacy, language, and child development. This paper will explore how reading helps children in these various disciplines.
There are many benefits to reading. The Bilingual Kidspot outlines ten benefits that parents can grow in their children by reading with them. Reading to young children sets them up to succeed. The more that children are read to, the more knowledge and information they absorb, almost without realizing it. Reading develops language skills. Reading allows children to be exposed to different vocabulary and different topics. Reading exercises your brain and boosts brain activity which in turn can strengthen reading skills. It enhances a child’s concentration lengthening the child’s attention span. Reading encourages a thirst for knowledge. Reading leads to children being able to formulate questions about topics and helps them to investigate the topics fully, ultimately this investigation helps to expand their minds. Reading develops a child’s imagination and creativity. Reading helps develop empathy. When children read to they are able to practice putting themselves in the book, this helps them understand the feelings of the characters better and aides them in understanding their own feelings and emotions. When there is nothing else to do, reading can be a suitable option. Reading together can facilitate a bond between people. Reading with each other helps bring people together (Bonfiglio, 2017).
Interdisciplinary studies is a mode of solving a problem or exploring a concept by looking at it from the perspective of two or more disciplines. Interdisciplinary studies can be used to create new approaches and solve problems in new and innovative ways. In the Allen Repko book, Introduction to Interdisciplinary Studies, he defines interdisciplinary studies as the integration of information, data, techniques, tools, perspectives, concepts and/or theories from two or more disciplines or bodies of specialized knowledge to understand or solve problems. These problems can be beyond the scope of a single discipline or area of research (Repko, 2014). Instead of trying to solve a problem by focusing on just one discipline, a person can cho.
In Improvisation Theatre, actors create a performance on the spot; there are no lines to memorise or rehearse. Improv actors use a series of activities which help them to develop their techniques in listening and connecting with other actors. They can then respond better to new contexts and create original and spontaneous plays. “(…) improvisation is characteristic of any human action that is not fully scripted and determined – which is the case in most of our daily encounters”. (Sawyer, 2011, P. 12)
This strongly resonates with the ideal context we want to provide for language learning: a supportive and safe environment where students learn to be creative, spontaneous and willing to take risks. The role of the teacher is to offer this context where structure and improvisation are in balance.
At the LSE Language Centre we have been using Improvisation activities in English for International students since 2012 and we are currently piloting it in other languages. In addition, in sessions with teachers, we explore Improv activities and applications, with the aim of inspiring teachers to incorporate these techniques into the classroom, which we think transform the student learning experience.
In this interactive workshop we will briefly present our findings, based on student feedback and teacher observation and practice a series of activities with attendees so that they experience Improv first hand.
Have you ever asked yourself:
- how babies learn language and how that's different from learning a foreign language
- how easy or difficult it is to teach English as a foreign language
- how a language teacher comes to grips with finding out and explaining language rules
- how to describe the different ways people talk and write English
- what sort of person makes a good language teacher and whether you might be that sort of person?
If your answer to any of these questions is 'yes', then this course should interest you.
What are the aims of the course?
The main aim of this course is to act as a taster for anyone who feels they might like to pursue an interest in language or language teaching. It is designed to fascinate and intrigue but above all to be clear and straightforward about the nature of the English language. For instance, it highlights the variety and diversity displayed by English. The differences between colloquial English, conversational and written English may seem at first obvious, but they are not and they are not always mirrored in other languages. In Arabic-speaking countries, educated people sometimes use classical Arabic in speech as well as in writing, whereas less educated people speak only colloquial Arabic. The differences in convention between the two languages must be well understood by teacher and learner alike if confusion and misunderstanding are not to result. But this course is not just about the system and use of language. The information it provides is always set in the context of learning development, both the learning that you will be doing as course user and the learning achieved by learners of a Foreign language.
A second aim of language and learning awareness is to promote English language teaching (ELT) as a profession rather than as just a backpacker's passport. You might think the days are gone when to get into teaching English as a foreign language (EFL), the first step was to 'practice' on a class, without so much as a day's training. Sadly this does still happen, and of course is fair neither to the learners nor the 'teacher'. I hope that this course will persuade anyone who isn't persuaded already how important it is to counter this state of affairs.
A third aim has been to sensitize the user to issues and principles rather than dazzle them with names and difficult terminology. The course is written in a direct, personal style and any terms which might possibly pose a problem are either fully explained in the text or appear in a glossary which can be accessed at any time. In general, it has been kept jargon free. If at any stage you come across a point which you don't find easy to follow, don't worry or give up. It may become clearer later, so it's worth carrying on and returning to it if you need to. Be prepared to side-step a stumbling block rather than treat it as a barrier to the rest of the course.
Source: https://ebookschoice.com/what-is-language-and-how-do-we-learn-it/
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
E. sumary of reading about perceptions and instructins for spaceship perception
1. The Space Ship Perception: Workbook
Pages 3 and 4 in the workbook can be adapted easily for even
beginninglevel students. Simply explain that the word "suppose" means
"think".If you have Muslims or Koreans in the class, ask them not to
explainabout the pictures until they have returned to their seats and are
sharingwith their classmates.
In an ESL class, this exercise is wonderful to encourage students
beginto talk about their own cultures. A follow-up activity would be to have
students bring photos from their own culture and write their own
questions for their classmates to answer.
A Reading on Perceptions: Workbook
On page five of the workbook, the reading says that people from
different cultures or different families do not "see" things the same.
There are five things that people see differently. They are:
1. What we see. When we go to a new place, we do not see the same
things that people there see, and, at the same time, we pay attention
to things that we did not see back home.
2. Sometimes we pay attention to sounds, sights, or smells that we did
not have back home.
3. Words have different meanings in different languages. For example,
gordo in Spanish can be a nickname while its translation in English,
fat, is bad to say to people.
4. Our idea of what is good is sometimes different from other people.
5. Our culture teaches us how to be respectful, nice and friendly.