This slideshow presentation contains descriptions and discoveries related to a specific approach in teaching that was gamified based on the concept of gamification.
The document provides instructions for playing an old card game called "Old Maid". It begins by having the player shuffle the cards and remove one to be placed face up in the middle as the "odd card". The rest of the cards are then dealt out evenly among players. Players then try to make pairs by matching cards in their hand. If a pair cannot be made, the player must wait until their next turn to try and find a match. The game continues with players holding their cards face down for the next player to choose from until there is only one player left without a matching card, who becomes the "ugly, old maid".
The document provides examples of techniques for formative assessment in the classroom. It includes examples of using precision teaching to help students learn key facts and skills through short, focused daily sessions. Other examples mentioned include using multiple choice questions to encourage students to consider misconceptions, learning walls to show the stages of learning objectives, and 6 question homeworks to assess prior knowledge and problem solving skills.
Drill and practice refers to the repetitive review of previously learned concepts to achieve mastery. It promotes acquisition of knowledge or skills through repetitive practice of small tasks like memorizing spelling words or practicing math facts. Drill and practice helps learners master material at their own pace through reinforcement and is useful for beginning learners or those struggling. It is best used for skills that form the building blocks for more complex learning.
The document discusses effective strategies for online teaching. It identifies some advantages of online teaching such as flexibility for students and teachers, 24/7 access to materials, and the ability to immediately check student understanding. It also lists some challenges like loneliness and limited teaching methods. The document provides recommendations for online teaching including using video, embracing communication, implementing virtual reality, and having flexible lesson plans and result-oriented assessments. It also discusses tools that can be used for online discussions, flipped classrooms, game-based learning, and assessments.
This document evaluates the computer-based spelling instruction program "Spelling Made Easy". It was created by two students, Ibrahim Hamed Al-badi and Mohammed Salim Al-hinaai. The program teaches spelling, grammar, and pronunciation in a game show format. It assesses students' abilities and provides individualized lessons. The target audience is students in grades 3-8. The evaluation uses a questionnaire to assess the program on 20 criteria related to spelling, guidance, usability, accessibility, and feedback.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
Tablet-based reading games for dyslexia in the primary classroomLauraBenton6
These slides are from a workshop, led by Dr Mina Vasalou and Dr Laura Benton (UCL Knowledge Lab), and present a critical evidence-based approach to evaluating reading games developed as part of a research study undertaken by the iRead Project. During the workshops participants had the opportunity to share their own experiences using games with pupils with dyslexia as well as trial, evaluate and discuss several commercial reading games for themselves using the iRead analytic framework. They also heard about the findings from the iRead study and the upcoming school pilot.
The document discusses gamifying online classes by applying game design elements and techniques. It provides 10 steps to gamify a class, including starting with class objectives, creating module objectives and skills, designing badges for achievement levels, creating a backstory, deciding content for each level, designing student interaction, and motivating students. Key ideas are to allow learning from mistakes and get students contributing through discussions and surveys. The purpose is to increase student engagement and provide immediate feedback on progress by using principles of competition, achievement and collaboration common in game design.
The document provides instructions for playing an old card game called "Old Maid". It begins by having the player shuffle the cards and remove one to be placed face up in the middle as the "odd card". The rest of the cards are then dealt out evenly among players. Players then try to make pairs by matching cards in their hand. If a pair cannot be made, the player must wait until their next turn to try and find a match. The game continues with players holding their cards face down for the next player to choose from until there is only one player left without a matching card, who becomes the "ugly, old maid".
The document provides examples of techniques for formative assessment in the classroom. It includes examples of using precision teaching to help students learn key facts and skills through short, focused daily sessions. Other examples mentioned include using multiple choice questions to encourage students to consider misconceptions, learning walls to show the stages of learning objectives, and 6 question homeworks to assess prior knowledge and problem solving skills.
Drill and practice refers to the repetitive review of previously learned concepts to achieve mastery. It promotes acquisition of knowledge or skills through repetitive practice of small tasks like memorizing spelling words or practicing math facts. Drill and practice helps learners master material at their own pace through reinforcement and is useful for beginning learners or those struggling. It is best used for skills that form the building blocks for more complex learning.
The document discusses effective strategies for online teaching. It identifies some advantages of online teaching such as flexibility for students and teachers, 24/7 access to materials, and the ability to immediately check student understanding. It also lists some challenges like loneliness and limited teaching methods. The document provides recommendations for online teaching including using video, embracing communication, implementing virtual reality, and having flexible lesson plans and result-oriented assessments. It also discusses tools that can be used for online discussions, flipped classrooms, game-based learning, and assessments.
This document evaluates the computer-based spelling instruction program "Spelling Made Easy". It was created by two students, Ibrahim Hamed Al-badi and Mohammed Salim Al-hinaai. The program teaches spelling, grammar, and pronunciation in a game show format. It assesses students' abilities and provides individualized lessons. The target audience is students in grades 3-8. The evaluation uses a questionnaire to assess the program on 20 criteria related to spelling, guidance, usability, accessibility, and feedback.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
Tablet-based reading games for dyslexia in the primary classroomLauraBenton6
These slides are from a workshop, led by Dr Mina Vasalou and Dr Laura Benton (UCL Knowledge Lab), and present a critical evidence-based approach to evaluating reading games developed as part of a research study undertaken by the iRead Project. During the workshops participants had the opportunity to share their own experiences using games with pupils with dyslexia as well as trial, evaluate and discuss several commercial reading games for themselves using the iRead analytic framework. They also heard about the findings from the iRead study and the upcoming school pilot.
The document discusses gamifying online classes by applying game design elements and techniques. It provides 10 steps to gamify a class, including starting with class objectives, creating module objectives and skills, designing badges for achievement levels, creating a backstory, deciding content for each level, designing student interaction, and motivating students. Key ideas are to allow learning from mistakes and get students contributing through discussions and surveys. The purpose is to increase student engagement and provide immediate feedback on progress by using principles of competition, achievement and collaboration common in game design.
Just In Time Learning Implementing Principles Of Multimodal Processing And Le...wacerone
This document discusses the implementation of principles of multimodal processing and learning for education. It outlines research on using animated tutors for vocabulary learning and describes studies evaluating the effectiveness of tutoring for hard of hearing children, autistic children, and English language learners. It also introduces a Lesson Creator application that allows teachers and parents to build personalized lessons.
This document discusses gamifying an online class by applying game elements and mechanics. It provides 9 steps to gamifying a class, which include deciding on class objectives, creating level-based module objectives, designing level content and activities, incorporating a narrative backstory, encouraging student interaction, and motivating students. Examples are given of level progression tied to grades, badges awarded for achievements, and leaderboards. The benefits of gamification for student engagement and motivation are highlighted, along with some potential challenges around student pacing and frustration. Resources on gamification concepts and tools for implementing gamified elements in Canvas courses are also provided.
Drill and practice refers to the structured, repetitive review of previously learned concepts to reach a predetermined level of mastery. It involves repetition of specific skills through examples like flashcards, worksheets, and computer-based games and activities. The purpose of drill and practice is to help students achieve mastery of concepts through interesting and repetitive practice.
Kagan structures to develop collaborative learning in ComputingJEcomputing
Jamie Edmondson uses several Kagan cooperative learning structures to engage students in computing lessons. These include Placemat Consensus, where students discuss ideas in groups and agree on responses to share. Numbered Heads Together has students work in groups to answer a question, while Rally Coaching and paired programming involve students taking turns solving problems and providing feedback. Rally Robin and Round Robin allow all students to contribute ideas in a structured way without hands being raised. These structures encourage participation, accountability and cooperation among students.
This document discusses supporting pupil premium students. It begins by providing biographical information about the author, David Rogers. It then asks rhetorical questions about pupil premium students and what it means. It explains that pupil premium refers to students who receive free school meals, are from service families, are looked after children, or receive catch-up funding. The document emphasizes that every adult in the school is responsible for the progress of pupil premium students. It provides questions teachers should ask about the pupil premium students they teach and outlines the school's feedback policy to accelerate student progress. Finally, it lists strategies the school is implementing to support pupil premium students through quality first teaching, reading interventions, data meetings, coaching, research bursaries, and teacher collaboration
My PTE Coach - An Ultimate Resource to Practise PTEAussizz Group
This document summarizes the benefits and services provided by a PTE exam preparation course. The course offers expert instruction from certified teachers, flexible class schedules for working professionals, state-of-the-art computer labs for practice tests, comprehensive study materials, weekly practice exams, feedback on performance, a pre-exam master class, test-taking strategies and techniques, and guaranteed score improvement if students follow the guidance. Students can contact the course providers via phone, website, social media or forums to learn more.
MerlinPix is a tool created by Benjamin Jen, Patrick Renner, and Yu-En (Kevin) Tung to help high school student Cady Heron learn calculus more efficiently. Cady is struggling in her calculus course due to lack of time from her extracurricular activities. MerlinPix uses text recognition and step-by-step solutions to help students like Cady quickly learn how to solve difficult math problems and obtain homework help. Screen mockups demonstrate features for obtaining solutions and recognizing problems from photos of homework.
SCAT is a test that measures math and verbal reasoning abilities in gifted children beyond their grade level. To get a 90+ percentile on SCAT, the document recommends: 1) having multiple prep sessions with an experienced tutor in the 3 months before the exam to learn strategies; 2) learning the different types of verbal analogies tested; and 3) practicing with sample SCAT tests to familiarize with the format. It also suggests using break time effectively, familiarizing with the digital format, answering all questions, and pacing oneself to solve around 3 questions per minute.
1st Grade Singapore Math Training: Jan 2012Kimberly Beane
This document provides an overview of math pedagogy strategies including:
1) Jerome Bruner's research on moving from concrete to pictorial to abstract representations to build student understanding.
2) Richard Skemp's research finding that relational understanding through concepts like one-to-one correspondence leads to better long-term learning than instrumental understanding of isolated steps.
3) Zoltan Dienes' research showing that exposing students to concepts through multiple materials and experiences leads to stronger conceptual understanding.
The document summarizes the results of an 8th grade math benchmark and provides suggestions for addressing areas of weakness. It found that students achieved mastery in some objectives but struggled with multiple objectives, such as those involving rational numbers and proportional relationships. To address this, it recommends brief warm-up activities focusing on these objectives that can be completed in 5-15 minutes, such as problem-solving tasks using different representations. It also suggests having students analyze common wrong answers to understand misconceptions and practicing skills at home using an online math program.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
Drill-and-practice is an educational strategy where students practice previously learned skills through repetitive exercises to achieve mastery without error. It provides corrective feedback, chunks information, and allows for practice. While it can become boring and repetitive if overused, drill-and-practice is effective for acquiring fundamental skills when used appropriately, as seen with examples like flashcards for math facts or sight words, computer games, and homework worksheets.
Current language proficiency tests (LPTs) simply don’t work in guiding learning, because they fail to provide learning solutions. We believe a language proficiency test that truly works should be solution-based, which provides personalized guidance in the service of learning improvement.
Bigger Better Writing: Using Rubrics & Prompts to Improve InstructionMeagen Farrell
1. The document discusses using rubrics and sample essays to improve writing instruction and student writing scores.
2. It encourages teachers to have students grade sample essays using rubrics to provide feedback, then use that feedback to inform writing instruction.
3. The document provides resources for teachers, including free writing prompts, samples, and scoring guides to help master writing instruction using rubrics.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
AI has long been treated with disdain by the education community because of its potential to replace teachers with robots. This rhetoric is widely spread even while the country faces one of the most acute K–12 teacher shortages and largest inequalities in achievement in the history of time. Instead of a world where teachers are replaced with AI-powered intelligent tutor systems (ITSs) and MOOCs, Varun Arora presents an alternative future, one where teachers are the solution and AI is an important tool in their arsenal.
Varun shares some of the recent successes in deep learning, reinforcement learning, and knowledge representation and extraction in the context of the most complex teaching and learning challenges in K–12 and higher education today. Varun also dives into some of the more unique challenges faced when building models in the educational domain, particularly as they relate to significant training data, privacy, and lowering bias, and highlights applications of pattern recognition AI solutions in classrooms today, along with data on their effectiveness. Varun concludes by exploring open challenges in the teaching and learning domains, the state of current research, and areas for most impact in education and economy upskilling in America today.
'Yay, you got right: Challenging the Reliance on Verfication Feedback in Game...ireadproject
1. The document discusses feedback design in games-based learning, analyzing 5 early literacy games.
2. It finds that most games focus on practice over learning, providing only verification feedback like scores.
3. Good practices include teaching literacy concepts, setting learning objectives and success criteria.
4. Areas for further research are how game mechanics, elaborative feedback design, and "try again" features can better support learning.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Gamification techniques and game elements are integrated into a digital literacy MOOC to promote student engagement, interaction, motivation, critical thinking and problem-solving skills. The course follows Werbach's gamification design framework and includes points, badges, leaderboards and interactive learning activities designed around learning outcomes. Students work to overcome obstacles represented by game elements to ultimately earn a "Maize badge" by collaborating with peers to complete tasks using tools like Microsoft Teams and solving puzzles involving course content.
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Just In Time Learning Implementing Principles Of Multimodal Processing And Le...wacerone
This document discusses the implementation of principles of multimodal processing and learning for education. It outlines research on using animated tutors for vocabulary learning and describes studies evaluating the effectiveness of tutoring for hard of hearing children, autistic children, and English language learners. It also introduces a Lesson Creator application that allows teachers and parents to build personalized lessons.
This document discusses gamifying an online class by applying game elements and mechanics. It provides 9 steps to gamifying a class, which include deciding on class objectives, creating level-based module objectives, designing level content and activities, incorporating a narrative backstory, encouraging student interaction, and motivating students. Examples are given of level progression tied to grades, badges awarded for achievements, and leaderboards. The benefits of gamification for student engagement and motivation are highlighted, along with some potential challenges around student pacing and frustration. Resources on gamification concepts and tools for implementing gamified elements in Canvas courses are also provided.
Drill and practice refers to the structured, repetitive review of previously learned concepts to reach a predetermined level of mastery. It involves repetition of specific skills through examples like flashcards, worksheets, and computer-based games and activities. The purpose of drill and practice is to help students achieve mastery of concepts through interesting and repetitive practice.
Kagan structures to develop collaborative learning in ComputingJEcomputing
Jamie Edmondson uses several Kagan cooperative learning structures to engage students in computing lessons. These include Placemat Consensus, where students discuss ideas in groups and agree on responses to share. Numbered Heads Together has students work in groups to answer a question, while Rally Coaching and paired programming involve students taking turns solving problems and providing feedback. Rally Robin and Round Robin allow all students to contribute ideas in a structured way without hands being raised. These structures encourage participation, accountability and cooperation among students.
This document discusses supporting pupil premium students. It begins by providing biographical information about the author, David Rogers. It then asks rhetorical questions about pupil premium students and what it means. It explains that pupil premium refers to students who receive free school meals, are from service families, are looked after children, or receive catch-up funding. The document emphasizes that every adult in the school is responsible for the progress of pupil premium students. It provides questions teachers should ask about the pupil premium students they teach and outlines the school's feedback policy to accelerate student progress. Finally, it lists strategies the school is implementing to support pupil premium students through quality first teaching, reading interventions, data meetings, coaching, research bursaries, and teacher collaboration
My PTE Coach - An Ultimate Resource to Practise PTEAussizz Group
This document summarizes the benefits and services provided by a PTE exam preparation course. The course offers expert instruction from certified teachers, flexible class schedules for working professionals, state-of-the-art computer labs for practice tests, comprehensive study materials, weekly practice exams, feedback on performance, a pre-exam master class, test-taking strategies and techniques, and guaranteed score improvement if students follow the guidance. Students can contact the course providers via phone, website, social media or forums to learn more.
MerlinPix is a tool created by Benjamin Jen, Patrick Renner, and Yu-En (Kevin) Tung to help high school student Cady Heron learn calculus more efficiently. Cady is struggling in her calculus course due to lack of time from her extracurricular activities. MerlinPix uses text recognition and step-by-step solutions to help students like Cady quickly learn how to solve difficult math problems and obtain homework help. Screen mockups demonstrate features for obtaining solutions and recognizing problems from photos of homework.
SCAT is a test that measures math and verbal reasoning abilities in gifted children beyond their grade level. To get a 90+ percentile on SCAT, the document recommends: 1) having multiple prep sessions with an experienced tutor in the 3 months before the exam to learn strategies; 2) learning the different types of verbal analogies tested; and 3) practicing with sample SCAT tests to familiarize with the format. It also suggests using break time effectively, familiarizing with the digital format, answering all questions, and pacing oneself to solve around 3 questions per minute.
1st Grade Singapore Math Training: Jan 2012Kimberly Beane
This document provides an overview of math pedagogy strategies including:
1) Jerome Bruner's research on moving from concrete to pictorial to abstract representations to build student understanding.
2) Richard Skemp's research finding that relational understanding through concepts like one-to-one correspondence leads to better long-term learning than instrumental understanding of isolated steps.
3) Zoltan Dienes' research showing that exposing students to concepts through multiple materials and experiences leads to stronger conceptual understanding.
The document summarizes the results of an 8th grade math benchmark and provides suggestions for addressing areas of weakness. It found that students achieved mastery in some objectives but struggled with multiple objectives, such as those involving rational numbers and proportional relationships. To address this, it recommends brief warm-up activities focusing on these objectives that can be completed in 5-15 minutes, such as problem-solving tasks using different representations. It also suggests having students analyze common wrong answers to understand misconceptions and practicing skills at home using an online math program.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
Drill-and-practice is an educational strategy where students practice previously learned skills through repetitive exercises to achieve mastery without error. It provides corrective feedback, chunks information, and allows for practice. While it can become boring and repetitive if overused, drill-and-practice is effective for acquiring fundamental skills when used appropriately, as seen with examples like flashcards for math facts or sight words, computer games, and homework worksheets.
Current language proficiency tests (LPTs) simply don’t work in guiding learning, because they fail to provide learning solutions. We believe a language proficiency test that truly works should be solution-based, which provides personalized guidance in the service of learning improvement.
Bigger Better Writing: Using Rubrics & Prompts to Improve InstructionMeagen Farrell
1. The document discusses using rubrics and sample essays to improve writing instruction and student writing scores.
2. It encourages teachers to have students grade sample essays using rubrics to provide feedback, then use that feedback to inform writing instruction.
3. The document provides resources for teachers, including free writing prompts, samples, and scoring guides to help master writing instruction using rubrics.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
AI has long been treated with disdain by the education community because of its potential to replace teachers with robots. This rhetoric is widely spread even while the country faces one of the most acute K–12 teacher shortages and largest inequalities in achievement in the history of time. Instead of a world where teachers are replaced with AI-powered intelligent tutor systems (ITSs) and MOOCs, Varun Arora presents an alternative future, one where teachers are the solution and AI is an important tool in their arsenal.
Varun shares some of the recent successes in deep learning, reinforcement learning, and knowledge representation and extraction in the context of the most complex teaching and learning challenges in K–12 and higher education today. Varun also dives into some of the more unique challenges faced when building models in the educational domain, particularly as they relate to significant training data, privacy, and lowering bias, and highlights applications of pattern recognition AI solutions in classrooms today, along with data on their effectiveness. Varun concludes by exploring open challenges in the teaching and learning domains, the state of current research, and areas for most impact in education and economy upskilling in America today.
'Yay, you got right: Challenging the Reliance on Verfication Feedback in Game...ireadproject
1. The document discusses feedback design in games-based learning, analyzing 5 early literacy games.
2. It finds that most games focus on practice over learning, providing only verification feedback like scores.
3. Good practices include teaching literacy concepts, setting learning objectives and success criteria.
4. Areas for further research are how game mechanics, elaborative feedback design, and "try again" features can better support learning.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Gamification techniques and game elements are integrated into a digital literacy MOOC to promote student engagement, interaction, motivation, critical thinking and problem-solving skills. The course follows Werbach's gamification design framework and includes points, badges, leaderboards and interactive learning activities designed around learning outcomes. Students work to overcome obstacles represented by game elements to ultimately earn a "Maize badge" by collaborating with peers to complete tasks using tools like Microsoft Teams and solving puzzles involving course content.
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
This document summarizes the key issues with traditional English language training methods and promotes an alternative approach called "Speak English Gym".
The traditional methods fail to develop students' English competency and result in poor exam performance. They focus on rote learning of grammar rules and vocabulary without applying the language in a meaningful way. In contrast, Speak English Gym uses theme-based learning, interactive tests and feedback to build students' confidence and ingrain English skills through repeated practice. It aims to develop students' ability to communicate effectively in real-life situations like exams, interviews and international business contexts.
This study pack provides activities to teach English to grade 11 senior high school students in Indonesia based on the 2013 national curriculum. The activities are centered around a short film titled "A Rude Guy" about a young man who is seen as rude because he does not respect others on public transportation. The activities are divided into pre-viewing, while-viewing, and post-viewing sections and aim to improve students' English skills while building their character and cultural awareness. They include vocabulary exercises, listening comprehension questions, using conditional sentences to discuss different perspectives, comparing cultures, and discussing opinions on the film's messages.
This document discusses improving students' writing, speaking, and vocabulary skills in descriptive text, greeting cards, and procedure texts. It identifies problems such as unsuitable learning methods, lack of vocabularies, monotonous media, and lack of confidence. The proposed solutions include using digital tools like Book Creator, Flashcards, Quizizz and apps like Canva. The methods involve analyzing examples, completing exercises, and creating original works like descriptive texts, greeting cards and procedure mind maps. Students will learn objectives, structures and language features through guided questions before assessment activities like presentations and quizzes.
Ubiquitous Learning: Leveraging the Strengths of Online EducationJean Marrapodi
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
Using mobile phones for language assessment and oral skills development in secondary education. A pilot project tested using mobile phones to assess students' oral English skills through speaking tasks and questions. Teachers and students provided feedback, noting technical issues, question design, and concerns about costs. Overall, mobile phones showed potential as a tool for oral assessment practice, though in-person testing may be preferred and costs remain an important consideration.
This document summarizes a thesis that studied using pictures information gap games to improve speaking ability in 10th grade students at SMAN 2 Madiun in Indonesia. A preliminary study found students reluctant to speak English and afraid of mistakes. Two action research cycles tested using the games, finding speaking scores improved from 79.86 to 85.24. All 32 students passed after cycle 2. The thesis concluded the games effectively improved speaking ability when students collaborated in groups. Suggestions included having teachers implement the games strategy and carrying out similar studies in other skills or settings.
This presentation shares the different types of assessment, formative and summative with ideas and tools to support the management and implementation of these assessments.
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
This document discusses meaningful homework and effective homework design. It notes that homework should enhance classroom learning rather than cause frustration. Well-designed homework meets individual student needs, is engaging, and avoids zeros as an option. The document explores formative feedback over grading and using technology like auto-graded quizzes, flashcards, discussion forums, and flipped classroom approaches to make homework more interactive. It emphasizes designing homework that differentiates for different students and motivates practice through elements like gamification.
This document provides tips for students to be successful in online classes. It discusses the importance of communication, attendance and participation, completing assignments, being responsible, honest, and managing time well. Students are encouraged to communicate regularly with instructors and classmates through discussion forums, emails, and question forums. They should also log in regularly, know due dates, and submit assignments on time. Using computer skills, asking for help, creating a study environment, and persevering even when challenges occur are also emphasized as keys to success. The document collects these tips under main attributes such as communication, attendance, responsibility, and time management.
This document outlines a targeted intervention program for English Language Learners (ELLs) struggling with math. The program will provide small group instruction 2 days a week for 6 weeks to 10 ELL students selected based on below-level test scores and classroom struggles. Students will be grouped flexibly based on needs and given 30 minutes each of direct instruction on gaps in math skills/concepts and homework help. The goal is to help ELLs improve math proficiency as required by law through strategies like manipulatives, think-alouds, informal language, and clarity checks within a supportive small group environment.
The document summarizes a presentation given by Dr. Jason Zagami at the Third National Leading a Digital School Conference. The presentation focused on inspirational teaching and modeling learning. Zagami discussed how teachers can act as examples of learners by embracing life-long learning and using technology. He also emphasized how teachers inspire students through passion for their subjects and cultivating relationships.
Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
This document discusses different types of instructional software that can be used in the classroom, including their advantages. It describes drill and practice software, which helps students practice basic skills through interactive exercises. Tutorial software presents information through text and graphics to model skills. Simulation software imitates real-world processes. Game-based learning uses games to motivate learning. Problem solving software allows students to practice critical thinking by analyzing problems. Overall, the document outlines how various instructional software tools can increase student engagement and motivation to improve learning when incorporated into classroom lessons.
See & Say is a slideshow presentation that explains and explores how visuals can be effective stimuli for students to interpret and verbalize their responses.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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3. Problem Statement
• The students lack soft skills
which encompass
communication skills, ability to
work as a team and utilize their
thinking skills to solve problems.
Their limited English language
proficiency hinder their ability to
communicate effectively.
• The teachers were assigned to
teach soft skills as a two day
course but such course can be
too theoretical & less engaging.
4. Objective & Research Question
Objective
To examine the outcomes of a gamified series of activities in the
students’ development of soft skills & English language skills.
Research Questions
1. How did gamified ESL activities enable learners to acquire English
language?
2. Which soft skill that gamification helped the students acquire
most throughout the activities?
6. Gamify it!
• Enables teachers to design lessons by finding commonalities between
learning and games (Flores, 2015)
• Nurture students’ intrinsic motivation (Landers & Landers, 2014)
• it fosters their social skills - ability to respond to emotions like joy,
frustration, empathy, social rules like taking turns (Fogg, 2002)
• One particular caveat -overreliance on extrinsic motivation - can lead to
declining level of motivation and learning over time (Hanus & Fox,
2015).
7. Methodology
• Six students were randomly selected for an interview session from the
approximately 150 students who took part in the Zombie Challenge Series.
• Average English language proficiency. Their native languages were Dusun,
Bajau, Malay and Chinese.
9. Level 1: Zombie Escape
You accidentally let zombies out. And you
must get away. With you are the janitor,
the lab assistant, and the old professor.
The only way to safety is across the old
bridge. You can get across in a minute, the
lab assistant needs 2, the janitor needs 5,
and the professor 10. you have 17 minutes
before the zombies catch you. But the
bridge can only hold 2 people at a time and
you need to carry the only one lantern you
have to cross it since it is too dark. Can you
help everyone escape on time?
“Can you solve the bridge riddle” is needed for this
level: https://youtu.be/ZCHou2Ao7XI
10. Scoring System
Criteria Score Cash reward for next task
Correct answer in less than 15
minutes
100 % RM 5,000
Correct answer in more than 15
minutes
70% RM 3,000
Partially correct answer (regardless of
time)
50% RM 500
Wrong answer 30% RM 100
No Answer 0% -
12. Level 2: Zombie Defense
The zombie broke free from the
laboratory and have reached the cities.
The authority failed to contain the virus
as more people became infected. You
and your team need to find a shelter and
defend yourselves against these
zombies. You got RM 20,000 (Plus the
money you earned from the first level)
to purchase items you need, plan your
budget wisely according to your
priorities.
13. Scoring System
Criteria Score Extra time reward for next
task
Spend at least MYR 18,000 100 % 10 minutes
Spend less than MYR 18,000 50% 5 minutes
Mistakes in spending 30% -
Failure in planning the budget 0 % -
Note: The team can choose not to use the extra time if they do not need it and they are
allowed to submit their budget earlier.
14. Design of Zombie Challenge Series
• Awarding points based on speed &
accuracy causes learners to focus more
on giving answer as quick as they could
than getting it right (Attali, 2015).
• It is more effective if it is used on older
learners (Garland, 2015).
• Garland (2015) was that gamification is
more efficient and achievable if it is in
language classroom for a shorter
amount of time (Garland, 2015).
10 minutes for every
team
Upper Secondary
level
Two days
15. Findings
(Metalinguistic &Metacognitive skills)
Cognitive Skills
Putting things/ideas in
order
Cause & Effect relationship,
possibilities & alternatives
Capabilities & Possibilities
Interpretation, creativity,
decoding skills. Possibilities
Level Language Focus
Level 1: Zombie
Escape
Sequence Connectors
(e.g. first, second, then)
Level 2: Zombie
Defense
Conditionals
(If + simple present)
If we buy a motorcycle, we can easily run
from the zombie
Level 3: Zombie
War
Modal Verbs
(e.g. can, should, may, need)
We need to build barriers, we should
ration our food supply
Level 4: Zombie
Hunt
Anagram
Claste – Castle , unqee – queen, ogfl - golf
The students learnt how to use certain language forms & their functions nurtured their thinking skills
16. Findings
(Soft Skills)
• The students claimed that the hardest thing to do was to reach the final decision
while coping with disagreement, too many ideas, time limit, rules
• Doyle (2018) - decision-making skills as the most essential component of soft
skills yet. There are six steps in decision-making alone:
1. Identifying the details of the issue, opportunity or problem
2. Generating a myriad of feasible solutions.
3. Assessing the risks and benefits of every potential solution
4. Confirming the proper solution or response based on gathered information
5. Implementing the solution
6. Evaluating the impacts
17. Findings (Motivation)
• Muntean (2011) argued that game elements offer students both
intrinsic and extrinsic motivation.
Extrinsic Motivation Intrinsic Motivation
Badges & Points Sense of achievement,
autonomy & sense of
belonging
18. Conclusion
• There were very few studies related to gamification in language
learning as most studies in gamification was done on science and
technology fields (Garland, 2015).
• The effects of gamification might not be as desirable as they seem
since there is a possibility that excitement of the game elements
might be caused by a novelty effect (Hamari et al., 2014; Hanus & Fox,
2015).
• Hence more studies are needed on the influence of gamification in
language learning.