Feedback for Spring School 2015
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
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This document discusses principles for teaching writing to first and second language learners. It begins by defining writing and outlining the historical development of writing instruction, moving from rigid rule-based approaches to process-based and genre approaches. Key principles discussed include using meaningful input and output, focusing on language and fluency, designing appropriate tasks, emphasizing reading, and providing helpful feedback to improve writing. The conclusion advocates applying research-supported principles like these to effectively teach writing as a foreign or second language.
Developing students' feedback through literacy
This document discusses developing student feedback literacy. It begins by outlining the importance of feedback and challenges students face in understanding and using it. It then defines feedback literacy as having three dimensions: epistemological, ontological, and practical. The document proposes several strategies for developing student feedback literacy, including assessment dialogues to understand standards, peer feedback, using criteria and rubrics, and analyzing exemplar work. It emphasizes that feedback is a social process requiring care and trust between teachers and students, and that teachers must help students understand how to properly use feedback.
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Beyond written comments - using video feedback to improve students' writing -...
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
Hodson & Hensley - Writing Feedback | 20 Jan 2012
Dr. Richard Hodson and Joel Hensley covered their ongoing research into the effect of feedback order on student writing. Reporting on their initial findings from a small-scale exploratory study, Hodson and Hensley discussed perceived similarities and differences in learners’ final essays depending on the order in which feedback was given: global revisions first and then local corrections, or vice versa.
Short written responses
The document discusses using short written responses to engage and assess students. It provides examples of short questions used in a Master of Education class to elicit student responses during and after class. Benefits included preparing students for future lessons and stimulating reflection. Challenges included ensuring clarity of expectations and preventing phone use during responses. The responses provided insights into student thinking and learning that could be used for feedback and grading.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.Recommended
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This document discusses principles for teaching writing to first and second language learners. It begins by defining writing and outlining the historical development of writing instruction, moving from rigid rule-based approaches to process-based and genre approaches. Key principles discussed include using meaningful input and output, focusing on language and fluency, designing appropriate tasks, emphasizing reading, and providing helpful feedback to improve writing. The conclusion advocates applying research-supported principles like these to effectively teach writing as a foreign or second language.
Developing students' feedback through literacy
This document discusses developing student feedback literacy. It begins by outlining the importance of feedback and challenges students face in understanding and using it. It then defines feedback literacy as having three dimensions: epistemological, ontological, and practical. The document proposes several strategies for developing student feedback literacy, including assessment dialogues to understand standards, peer feedback, using criteria and rubrics, and analyzing exemplar work. It emphasizes that feedback is a social process requiring care and trust between teachers and students, and that teachers must help students understand how to properly use feedback.
Managing Change Starts With You
It’s a challenge for some people to find good business reasons for paying attention to emotions, but emotions are a key piece of data in a collection of information that can make or break your project.
Managing projects effectively doesn’t start with getting stakeholder buy-in. It starts with you. Before you can assess and tune into the emotions of others on your project, you must be aware and tuned into your own emotions first. We’ll take a look at how you can leverage your emotions and the emotions of others to successfully deliver projects.
Use Notability App Feedback on Student Writing
This tutorial teaches you how to use the app Notability to give written and oral feedback to students on their written work.
Beyond written comments - using video feedback to improve students' writing -...
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
Hodson & Hensley - Writing Feedback | 20 Jan 2012
Dr. Richard Hodson and Joel Hensley covered their ongoing research into the effect of feedback order on student writing. Reporting on their initial findings from a small-scale exploratory study, Hodson and Hensley discussed perceived similarities and differences in learners’ final essays depending on the order in which feedback was given: global revisions first and then local corrections, or vice versa.
Short written responses
The document discusses using short written responses to engage and assess students. It provides examples of short questions used in a Master of Education class to elicit student responses during and after class. Benefits included preparing students for future lessons and stimulating reflection. Challenges included ensuring clarity of expectations and preventing phone use during responses. The responses provided insights into student thinking and learning that could be used for feedback and grading.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.Giving students feedback on assessment
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Mistakes and feedback
Students make various types of mistakes in their language learning including slips, errors, and attempts. When assessing student performance, teachers provide both explicit and implicit feedback through praise, comments, grades, and reports. During oral work, it is best to correct mistakes as late as possible and feedback should be personalized. When providing written feedback, teachers should ensure it is legible, focuses on important aspects, uses a positive tone, and gives a manageable amount of constructive criticism and praise. Feedback should also be timely, use helpful styles and correction symbols, and consider the student perspective.
Pre-Writing Strategies
Here are 3 potential topics I came up with using the specified pre-writing strategies:
1. Social media (brainstorming): Effects of social media on relationships, Social media addiction, Benefits and drawbacks of social media
2. Summer vacation (mapping): Beach vacation, Road trip, Camping trip
Comunicación y Feedback
Este documento trata sobre las habilidades de comunicación y retroalimentación. Explica que la comunicación efectiva requiere entender completamente lo que se quiere transmitir y asegurarse de que el mensaje sea comprendido. También cubre los tipos y procesos de comunicación, las barreras a la comunicación y cómo superarlas a través de la escucha activa, el parafraseo y la empatía. Por último, proporciona técnicas para dar y recibir retroalimentación de manera constructiva.
Feedback efectivo para liderar
" Esta presentación constituye una recopilación en torno a una metodología práctica para la realización de un taller teórico-practico de feedback formal e informal, como reflejo de mis conocimientos y experiencias, apoyadas en distintos contenidos y fuentes disponibles en Internet, y que por tanto hacen de este documento una herramienta de uso libre, para ampliar la información y las fuentes de los ejercicios y las teorías desarrolladas puedes contactarme a través de mi twitter: @xavierxanders»
¿Qué es el feedback?
El feedback es el proceso de compartir observaciones, preocupaciones y sugerencias con otra persona con el objetivo de mejorar su desempeño. Debe ser bidireccional para permitir la mejora continua tanto de individuos como de organizaciones. Las empresas reciben comentarios de clientes y responden con concesiones para mejorar productos y satisfacer a los clientes.
Feedback
Este documento presenta las reglas básicas para dar y recibir retroalimentación efectiva. El objetivo del taller es que los participantes identifiquen el feedback como una herramienta de comunicación interpersonal y administrativa que les permita practicar la asertividad con colegas, supervisores y clientes, y recibir información valiosa sobre su desempeño laboral para mejorar. El documento explica que el feedback puede ser positivo, al resaltar conductas positivas, o negativo, al mencionar áreas de oportunidad y proponer un cambio.
28275647 la-importancia-de-la-retroalimentacion
Este documento analiza la importancia de la retroalimentación en los procesos de evaluación educativa. Explica que la evaluación genera información valiosa que debe ser interpretada y comunicada a estudiantes y profesores para mejorar el aprendizaje. Sin embargo, a pesar de su importancia, la retroalimentación ha recibido poca atención en la investigación educativa. El documento revisa conceptos clave como evaluación y retroalimentación, y propone indagar más sobre cómo aplicar efectivamente la retroalimentación en diferentes tipos de evaluación para enriquecer los pro
Feedback & error correction with web 2.0 tools
The document discusses different methods that a teacher named David Dodgson uses to provide feedback on students' written work, including focusing on content, highlighting errors, and encouraging revision, as well as how web tools like Google Drive, screencasting, and collaborative documents can help streamline the feedback and revision process. It also provides examples of using these digital tools and strategies to incorporate peer review and targeted practice identifying common errors.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
Mistakes and Feedback
Mistakes made by language learners can be categorized as slips, errors, or attempts. Slips can be self-corrected, errors cannot. Attempts involve using structures not yet learned. Errors may be caused by L1 interference, developmental issues, or overgeneralization. When assessing students, teachers should ignore slips, encourage risk-taking, praise effort, avoid over-complimenting, foster self-assessment, and show genuine interest. Feedback should distinguish between accuracy and fluency work. During fluency activities, gentle corrections if needed to aid communication; otherwise allow errors. For accuracy, first signal the mistake exists, then help student correct it. Written feedback involves commenting and coding, with the goal of
Effective Feedback
The document discusses effective feedback and its impact on student motivation and achievement. Effective feedback focuses on the learning goals and success criteria, reduces the gap between current and desired performance, and provides direction for next steps. The most effective types of feedback are self-regulatory and process feedback, which support self-assessment and learning strategies. Less effective types include personal praise and right/wrong feedback, which do not relate to the learning goals. Providing clear, focused feedback and giving students time to reflect and improve are important for maximizing its benefits.
Giving and receiving feedback
A lighthearted look at the skills needed to give and recieve feedback. Used successfully with school children and adults.
Feedback
Feedback is an essential process for improvement where the output or effect of an action is communicated to modify the next action. It occurs through dialogue reflecting how one's behavior is seen by others and is important for regulatory mechanisms like education and the economy to work. Feedback is valuable for employees as it identifies strengths and weaknesses, allows checking of assumptions, and prevents false assessments if handled properly. There are different types of feedback including motivational, developmental, constructive, intrinsic, and extrinsic feedback. Principles for effective feedback include focusing on observable behaviors, giving it privately, and suggesting alternative behaviors.
How to Give Feedback
Members of Connect: Professional Women’s Network share advice for effectively delivering the good, bad and ugly.
Connect: Professional Women’s Network is online community with more than 300,000 members that discusses issues relevant to women and their success. The free LinkedIn group powered by Citi also features videos interviews with influential businesswomen, live Q&As with experts and slideshows with career advice. To learn more and join the conversation in the largest women's group on LinkedIn, visit http://www.linkedin.com/womenconnect.
10 steps in giving effective Feedback
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
How to Develop Writing Skill
The document discusses that teaching is an art that requires objectives, planning, and correction. As an art, teaching requires asking questions of oneself regarding the target area and means of instruction. The document makes an appeal to teachers to thoughtfully plan classes and provide students with feedback to improve their writing skills. It provides references to additional resources on teaching writing.
Effective Writing Skills
The document discusses effective writing skills training topics such as developing good reading strategies, creating powerful presentations, organizing thoughts, structuring sentences and paragraphs, and writing to engage readers. It provides tips for effective business writing including being terse, clear, and to the point. Specific tips include getting to the point, being concise, using paragraphs and lists, choosing the right tone, and avoiding errors through proofreading. Contact information is given for training consultants.
Retroalimentación
Este documento discute el concepto de retroalimentación en la evaluación educativa. Explica que la retroalimentación formativa, que ocurre durante el proceso de enseñanza y aprendizaje, permite mejorar dichos procesos al dar información sobre los mismos. También otorga un rol central al estudiante en la evaluación y lo insta a asumir responsabilidad sobre su aprendizaje identificando fortalezas y debilidades. Finalmente, enfatiza la importancia del diálogo y la continuidad en el proceso de retroalimentación.
WRITING POWERPOINT
Aquire useful techniques for effective writing and learn skills that apply to all forms of writing. Writing PowerPoint Presentation Content slides includes topics such as: 16 rules of writing, 26 writing tips, writing pitfalls, excercises, applications, 8 slides on sentence structuring, writer’s block, solution to writer’s block, brainstorming, 4 slides on free writing, 5 slides on letter writing, introductory letters, sales writing, sales letters, report writing, framing a report, tips and mistakes for media dealings, how to’s and much more.
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The document summarizes the English Teaching Resource Center (ETRC) events that took place in April 2015. It discusses that all planned weekly seminars and discussions were successfully held. Some sessions were also joined online by teachers from other regions and countries. The document outlines the topics and presenters for the weekly Thursday seminars, including collaborating in EFL classes, the e-twinning collaboration platform, using videos to teach vocabulary and values, and improving grammar through creative writing. Photos from all events are available online.
Etrc advisory board meeting march2013
The ETRC Advisory Board meeting agenda included discussing daily operations, seminars, the Spring School 2013 results, university collaboration, and a service learning project. ETRC visits increased each month in 2013 for books, computers, and audio/video. Weekly English teacher seminars and webinars had average attendance of 12 people. The Spring School hosted over 70 teachers each day. A group of retired American teachers provided EFL training. Service learning included weekly English seminars for non-English teachers. FACE club discussions had average attendance of 10-11 students. Future plans included regular seminars, an American holiday event, an ETRC anniversary contest, webinars, and a potential summer school.
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Giving students feedback on assessment
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Mistakes and feedback
Students make various types of mistakes in their language learning including slips, errors, and attempts. When assessing student performance, teachers provide both explicit and implicit feedback through praise, comments, grades, and reports. During oral work, it is best to correct mistakes as late as possible and feedback should be personalized. When providing written feedback, teachers should ensure it is legible, focuses on important aspects, uses a positive tone, and gives a manageable amount of constructive criticism and praise. Feedback should also be timely, use helpful styles and correction symbols, and consider the student perspective.
Pre-Writing Strategies
Here are 3 potential topics I came up with using the specified pre-writing strategies:
1. Social media (brainstorming): Effects of social media on relationships, Social media addiction, Benefits and drawbacks of social media
2. Summer vacation (mapping): Beach vacation, Road trip, Camping trip
Comunicación y Feedback
Este documento trata sobre las habilidades de comunicación y retroalimentación. Explica que la comunicación efectiva requiere entender completamente lo que se quiere transmitir y asegurarse de que el mensaje sea comprendido. También cubre los tipos y procesos de comunicación, las barreras a la comunicación y cómo superarlas a través de la escucha activa, el parafraseo y la empatía. Por último, proporciona técnicas para dar y recibir retroalimentación de manera constructiva.
Feedback efectivo para liderar
" Esta presentación constituye una recopilación en torno a una metodología práctica para la realización de un taller teórico-practico de feedback formal e informal, como reflejo de mis conocimientos y experiencias, apoyadas en distintos contenidos y fuentes disponibles en Internet, y que por tanto hacen de este documento una herramienta de uso libre, para ampliar la información y las fuentes de los ejercicios y las teorías desarrolladas puedes contactarme a través de mi twitter: @xavierxanders»
¿Qué es el feedback?
El feedback es el proceso de compartir observaciones, preocupaciones y sugerencias con otra persona con el objetivo de mejorar su desempeño. Debe ser bidireccional para permitir la mejora continua tanto de individuos como de organizaciones. Las empresas reciben comentarios de clientes y responden con concesiones para mejorar productos y satisfacer a los clientes.
Feedback
Este documento presenta las reglas básicas para dar y recibir retroalimentación efectiva. El objetivo del taller es que los participantes identifiquen el feedback como una herramienta de comunicación interpersonal y administrativa que les permita practicar la asertividad con colegas, supervisores y clientes, y recibir información valiosa sobre su desempeño laboral para mejorar. El documento explica que el feedback puede ser positivo, al resaltar conductas positivas, o negativo, al mencionar áreas de oportunidad y proponer un cambio.
28275647 la-importancia-de-la-retroalimentacion
Este documento analiza la importancia de la retroalimentación en los procesos de evaluación educativa. Explica que la evaluación genera información valiosa que debe ser interpretada y comunicada a estudiantes y profesores para mejorar el aprendizaje. Sin embargo, a pesar de su importancia, la retroalimentación ha recibido poca atención en la investigación educativa. El documento revisa conceptos clave como evaluación y retroalimentación, y propone indagar más sobre cómo aplicar efectivamente la retroalimentación en diferentes tipos de evaluación para enriquecer los pro
Feedback & error correction with web 2.0 tools
The document discusses different methods that a teacher named David Dodgson uses to provide feedback on students' written work, including focusing on content, highlighting errors, and encouraging revision, as well as how web tools like Google Drive, screencasting, and collaborative documents can help streamline the feedback and revision process. It also provides examples of using these digital tools and strategies to incorporate peer review and targeted practice identifying common errors.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
Mistakes and Feedback
Mistakes made by language learners can be categorized as slips, errors, or attempts. Slips can be self-corrected, errors cannot. Attempts involve using structures not yet learned. Errors may be caused by L1 interference, developmental issues, or overgeneralization. When assessing students, teachers should ignore slips, encourage risk-taking, praise effort, avoid over-complimenting, foster self-assessment, and show genuine interest. Feedback should distinguish between accuracy and fluency work. During fluency activities, gentle corrections if needed to aid communication; otherwise allow errors. For accuracy, first signal the mistake exists, then help student correct it. Written feedback involves commenting and coding, with the goal of
Effective Feedback
The document discusses effective feedback and its impact on student motivation and achievement. Effective feedback focuses on the learning goals and success criteria, reduces the gap between current and desired performance, and provides direction for next steps. The most effective types of feedback are self-regulatory and process feedback, which support self-assessment and learning strategies. Less effective types include personal praise and right/wrong feedback, which do not relate to the learning goals. Providing clear, focused feedback and giving students time to reflect and improve are important for maximizing its benefits.
Giving and receiving feedback
A lighthearted look at the skills needed to give and recieve feedback. Used successfully with school children and adults.
Feedback
Feedback is an essential process for improvement where the output or effect of an action is communicated to modify the next action. It occurs through dialogue reflecting how one's behavior is seen by others and is important for regulatory mechanisms like education and the economy to work. Feedback is valuable for employees as it identifies strengths and weaknesses, allows checking of assumptions, and prevents false assessments if handled properly. There are different types of feedback including motivational, developmental, constructive, intrinsic, and extrinsic feedback. Principles for effective feedback include focusing on observable behaviors, giving it privately, and suggesting alternative behaviors.
How to Give Feedback
Members of Connect: Professional Women’s Network share advice for effectively delivering the good, bad and ugly.
Connect: Professional Women’s Network is online community with more than 300,000 members that discusses issues relevant to women and their success. The free LinkedIn group powered by Citi also features videos interviews with influential businesswomen, live Q&As with experts and slideshows with career advice. To learn more and join the conversation in the largest women's group on LinkedIn, visit http://www.linkedin.com/womenconnect.
10 steps in giving effective Feedback
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
How to Develop Writing Skill
The document discusses that teaching is an art that requires objectives, planning, and correction. As an art, teaching requires asking questions of oneself regarding the target area and means of instruction. The document makes an appeal to teachers to thoughtfully plan classes and provide students with feedback to improve their writing skills. It provides references to additional resources on teaching writing.
Effective Writing Skills
The document discusses effective writing skills training topics such as developing good reading strategies, creating powerful presentations, organizing thoughts, structuring sentences and paragraphs, and writing to engage readers. It provides tips for effective business writing including being terse, clear, and to the point. Specific tips include getting to the point, being concise, using paragraphs and lists, choosing the right tone, and avoiding errors through proofreading. Contact information is given for training consultants.
Retroalimentación
Este documento discute el concepto de retroalimentación en la evaluación educativa. Explica que la retroalimentación formativa, que ocurre durante el proceso de enseñanza y aprendizaje, permite mejorar dichos procesos al dar información sobre los mismos. También otorga un rol central al estudiante en la evaluación y lo insta a asumir responsabilidad sobre su aprendizaje identificando fortalezas y debilidades. Finalmente, enfatiza la importancia del diálogo y la continuidad en el proceso de retroalimentación.
WRITING POWERPOINT
Aquire useful techniques for effective writing and learn skills that apply to all forms of writing. Writing PowerPoint Presentation Content slides includes topics such as: 16 rules of writing, 26 writing tips, writing pitfalls, excercises, applications, 8 slides on sentence structuring, writer’s block, solution to writer’s block, brainstorming, 4 slides on free writing, 5 slides on letter writing, introductory letters, sales writing, sales letters, report writing, framing a report, tips and mistakes for media dealings, how to’s and much more.
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The document summarizes the English Teaching Resource Center (ETRC) events that took place in April 2015. It discusses that all planned weekly seminars and discussions were successfully held. Some sessions were also joined online by teachers from other regions and countries. The document outlines the topics and presenters for the weekly Thursday seminars, including collaborating in EFL classes, the e-twinning collaboration platform, using videos to teach vocabulary and values, and improving grammar through creative writing. Photos from all events are available online.
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The ETRC Advisory Board meeting agenda included discussing daily operations, seminars, the Spring School 2013 results, university collaboration, and a service learning project. ETRC visits increased each month in 2013 for books, computers, and audio/video. Weekly English teacher seminars and webinars had average attendance of 12 people. The Spring School hosted over 70 teachers each day. A group of retired American teachers provided EFL training. Service learning included weekly English seminars for non-English teachers. FACE club discussions had average attendance of 10-11 students. Future plans included regular seminars, an American holiday event, an ETRC anniversary contest, webinars, and a potential summer school.
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Easter day.
1) Many April Fool's Day hoaxes are described, including a Swiss spaghetti harvest, instant color TV, renaming the Liberty Bell, and a left-handed Whopper burger.
2) Other hoaxes announced temporary reductions in gravity due to planetary alignment, flying penguins in the rainforest, and a man flying using his own lung power.
3) The final hoax claimed the body of the Loch Ness monster was found, weighing 1 ton, before it was confessed to be a bull elephant seal.
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Declaration of American Independence presented by Elena Bogoeva English Teacher at "P. Movila" lyceum
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This document provides tips for summarizing texts in 3 main points:
1) Summarizing requires cutting out unnecessary details like sculpting to focus on the key points.
2) Summarizing is a useful skill for writing essays, presentations, and class projects as it demonstrates understanding of the text.
3) An 8-step method is proposed for summarizing a text that includes preparing by understanding headings, reading actively, organizing with a graphic, writing a thesis statement, drafting, revising, and ensuring the summary accurately reflects the original ideas without personal commentary.
Video-resumes in teaching English
This document discusses having students create video resumes to develop job skills. Video resumes allow students to showcase their talents and experiences in a creative format. Creating a video resume requires higher-order thinking as students must design, plan and synthesize information to effectively present themselves. It can help students improve English speaking skills and give them experience with real-world tasks. Teachers can use video resumes to assess students' vocabulary, pronunciation, and presentation abilities. The project encourages creative thinking and introduces students to important job search skills.
Case stdies in teaching english
Using case studies is an effective teaching method that involves analyzing real-world scenarios. It encourages students to develop their own analysis and solutions to problems rather than simply learning facts. Case studies promote skills like analytical thinking, reflective judgment, and team-based problem solving. When using case studies, teachers should start with a real example, design an engaging task for students to complete individually or in groups, and allow for contrasting and comparing different perspectives through activities and debriefing.
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This document discusses civic engagement at US universities. It provides data on trends in civic activities among Americans such as volunteering, donating to charity, and voting. It also outlines ways that students can become engaged civically through activities like volunteering, joining political groups, contacting elected officials, and discussing current issues. The document proposes developing "citizen scholars" through combining academic learning with hands-on civic activities. It describes a program at USF St. Petersburg that places students in political campaigns to encourage civic participation and evaluates its effects on students.
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