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This document outlines an EFL lesson plan that uses educational technology. It includes watching a documentary about the impact of educational technology in EFL teaching. Students will then discuss ways technology is used based on the video and debate the advantages and disadvantages of different supplementary materials, including discussing textbooks in the classroom. For assessment, students will create a survey about technology, conduct it outside the classroom, and present results in a PowerPoint about which technologies others want to see used in EFL classrooms and why.
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Creating Flipped Lessons
Flipping a classroom means giving students content like lectures to learn on their own, typically through videos, and doing activities and problem-solving in class with teacher guidance. It aims to make students more responsible for their learning and engage them with technology. Not every lesson needs to be completely flipped; teachers can flip parts of lessons. While it requires more initial effort from teachers to prepare videos, it saves class time otherwise spent on lectures. The document provides several free digital tools and resources teachers can use to create and implement flipped content.
Computers have had a profound impact on the classroom and education..docx
Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities.
Visit
YouTube
and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.”
Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student.
1.5 of in length
.
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Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
Web based activities and critical thinking
This document discusses using authentic websites in English language teaching and provides examples of lesson plans that utilize non-educational websites. It recommends authentic websites as they can be chosen to fit students' interests, provide opportunities for total comprehension, and foster independent learning. Two sample lesson plans are included, one involving students discussing weird foods from different countries using online sources and another having students research an animal and its habitat from a wildlife website to create an informational brochure. Teachers are tasked with finding their own non-educational website to use, preparing a 5-minute lesson plan description, and sending the full lesson plan to be graded based on criteria like addressing the four parts of the ABCD model and incorporating critical thinking.
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This document is a 2-day trip planner template for a trip between two cities. The template includes sections for each day to plan two attractions to visit, how to get to each attraction, hours of operation, estimated time required, ticket prices, and tips from other travelers. It also includes sections to plan a restaurant and hotel for each day, including how to get to each location, hours, ratings, and customer reviews. The instructions note that the planner should choose one city and fill in the details for two attractions, one restaurant, and one hotel for each of the two days of travel, taking into account travel times and distances covered.
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This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
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- 1. EDUCATIONAL TECHNOLOGY IN EFL TEACHING Amador Alberto De La Cruz Gina Lozano Ruth Niebles Lilibeth Stubbs Paul
- 2. IMPACT OF ET IN EFL TEACHING AND WAYS OF USING ET Documentary https://www.youtube.com/watch?v=8q2pgreugWg Ss will listen to the documentary, answer questions, make comparisons from now and then and discuss the impact of technology in the classroom. Ss will discuss the different ways of using this technology from the video watched.
- 3. SUPPLEMENTARY MATERIAL GROUP WORK: Ss discuss the advantages and disadvantages of different supplementary materials and their impact in the classroom. CLASSROOM DEBATE: For and against the usage of textbooks.
- 4. ASSESSMENT Survey: Ss will make a survey about technology and they will ask others outside the classroom. Ss will make a Power Point presentation with the results they get. Example question: Which technology would you like to see in the classroom? Why?