Dr. Frank Tang and Robin Harvey of NYU discuss recent findings in brain-based learning and implications for the foreign language -- particularly Chinese -- classroom.
Presented by Dr. Frank Tang and Robin Harvey of New York University's Project for Developing Chinese Language Teachers at the annual conference of NYCAFLT/NYSAFLT, October 31, 2009.
Dr. Frank Tang and Robin Harvey of NYU discuss recent findings in brain-based learning and implications for the foreign language -- particularly Chinese -- classroom.
Presented by Dr. Frank Tang and Robin Harvey of New York University's Project for Developing Chinese Language Teachers at the annual conference of NYCAFLT/NYSAFLT, October 31, 2009.
51 contoh brosur dengan desain layout unik dan lipatan cantik unikbadar masbadar
Di mana bikin dan cetak brosur cepat dan murah karawang. contoh brosur dengan layout unik. contoh desain-desain brosur dengan lipatan unik. contoh layout brosur tidak biasanya. contoh layout brosur unik. percetakan brosur terdekat KIIC suryacipta KIM Jababeka MM2100 Karawang bekasi cikarang. percetakan di karawang cetak brosur
51 contoh brosur dengan desain layout unik dan lipatan cantik unikbadar masbadar
Di mana bikin dan cetak brosur cepat dan murah karawang. contoh brosur dengan layout unik. contoh desain-desain brosur dengan lipatan unik. contoh layout brosur tidak biasanya. contoh layout brosur unik. percetakan brosur terdekat KIIC suryacipta KIM Jababeka MM2100 Karawang bekasi cikarang. percetakan di karawang cetak brosur
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
teachers handout 4elt conference how learners learn better.pdfMr Bounab Samir
My abstract : 4th elt conference
Learning preferences : How learners learn better?
Learning preferences are all about how your learners study and learn in better ways that reflect their interests and likes. Learners learn in different ways and have a style or a preference to help them acquire new skills , knowledge and remember things.
Some teachers prefer the concept preference to learning styles so as not to classify a learner and impose a particular learning style. What suits one learner might not suit another? For example, if a group of people are learning videos, some like listening and dramatization the teacher acts. Others want to stand up and move performing the movements at the same time as watching the teacher perform them.
Talking about the best learners learn respecting their preferences and needs is like someone in real life situation where he or she may buy a laptop or smart TV , do you get straight in and start using it, do you read the instructions first, or do you call or ask for competent person to show you what to do (or do you use the internet to watch a video on YouTube)?
That is a real life example of someone’s learning style or preference for learning.
Teachers first primary concern is how to make things easier for their learners and audience – The may opt for a particular methodology that they see it suit them or for a specific diversity while delivering their content, but this might not suit their learners.
For example, if teachers prefer to listening to a lecture they certainly feel more comfortable lecturing their learners.
That’s why teachers have to find out what their learners’ preferences are, then they can adapt the delivery content that to suits them.
There are so many different ways of ascertaining preferences, some systems might contradict others or even be misunderstood. Some people are in favour of them, whereas others aren't. The current thinking is that there is no valid research to justify their use. However, you need to make your own decision on whether using the results of learning styles' tests for differentiation will work for your learners. You will also need to check whether the organisation you work for advocates their use or not.
Most people don't fit into one style or preference, I recommend using a variety of teaching and learning approaches to help learning to take place. Your learners might instinctively know what works best for them rather than having it determined for them. For example, they might prefer practical activities rather than reading or writing. This might have been developed from previous courses they have attended. Rather than this being their learning preference, you could think of it as their teaching preference. You could ask your learners which teaching preference they prefer and then adapt your sessions accordingly.
Here are a few sample handmade responses from the second time students in this advanced English course on grammar have used handmade responses for drawing their responses to a reading assignment. In this case, chapter 3 of Constance Hale's Sin and Syntax on verbs.
The purpose of the handmade response is to promote reading engagement so that students will be prepared for class discussion of the assigned reading for the day.
.
On the first day of USTD 1101: Strategies of Learning, an 8 week college course designed to help students on academic probation obtain successful learning habits, I asked these 19 students to write for about 5 minutes on their thoughts, feelings, and attitudes about being on probation and having to take this course.
I then asked them to draw a picture that reflected in some way what they had written.
The purpose of this presentation is to share how I often use drawing in my classes to help me and my students to review their feelings toward the course topic.
In the slides that follow, I share how my students in an advanced course on English grammar depicted their initial feelings through drawing and how I intend for them to use those drawings in future assignments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Handmade Thinking:
Drawing Out Reading
Dr. Laurence Musgrove
English and Modern Languages
Angelo State University
www.laurencemusgrove.com
@lemusgro #handmadethinking
2. “In fact, without visualization, students
cannot comprehend, and reading cannot
be said to be reading.”
Reading is Seeing, Jeffrey Wilhelm
3.
4.
5.
6. My Contract: $100
1. Feed me
2. Let me sleep on your couch
3. I’ll sell and sign some books
19. WHY?
Drawing with guided practice and
choice in visual formats can increase
reading
engagement, comprehension, as well
as collaborative problem-solving and
critical thinking.
20. Drawing is Thinking
• The hand focuses the mind and body
• Focus = engagement = presence = mindfulness
21.
22. Handmade Thinking as Engagement
• Physical, emotional, mental engagement
strategy made possible by drawing responses
to literary and non-literary texts
• Reading = presence
121. GUIDELINES FOR HANDMADE RESPONSES
1. Using one of the 21 visual formats, respond to argument or
narrative of reading assignment
2. White paper – landscape format
3. Three colors – black may be one of those colors
4. Combination of words and images
5. On reverse: name of selected format(s)
6. Corresponding citation from text with page number
126. HANDMADE RESPONSES IN CLASS
1. Students share responses with each other
2. They tell each other what they liked best about drawings
3. They tell whole class which format they selected
4. They are offered opportunity to share to whole class –
displayed on overhead
5. They are assigned question or activity related to reading
assignment
6. When evaluating handmade responses, I select best drawings
for display at beginning of the next class
142. Teaching Handmade Thinking as a Process
1. Introduce visual and handmade thinking
2. Show 21 formats and examples
3. Introduce simple drawing strategies in response to
“I can’t draw!”
4. Students create first handmade responses
5. Individual students share format selected
6. Students share in small groups
7. Teacher shows exemplary student examples
8. Teacher nudges students into other formats
9. Small groups assigned to create new response in
new format
10. Group leader presents collaborative response
143. TAKE AWAY
Drawing with guided practice and
choice in visual formats can increase
reading
engagement, comprehension, as well
as collaborative problem-solving and
critical thinking.
144.
145.
146.
147. Handmade Thinking:
Drawing Out Reading
Dr. Laurence Musgrove
English and Modern Languages
Angelo State University
www.laurencemusgrove.com
@lemusgro #handmadethinking
Editor's Notes
Hello, my name is Laurence Musgrove and I am a professor of English at Angelo State University where I teach composition, literature, and creative writing.
I’ve recently written a book called Handmade Thinking in which I share how I use drawing to help my students improve their reading habits.
I also give workshops to middle school, high school, and college teachers on how to use handmade thinking in their own classes. And some of these teachers have shared their students’ drawings with me.
Handmade thinking is a response to two problems I’ve encounteredin my classes. Maybe you have discovered this problem, too.
The first problem is that students don’t read what I assign them to read.
The second problem is that they don’t read what I assign them in a critical way.
So I began to look for a way to help students become more engaged in what I wanted them to read.
I know that some teachers use pop quizzes to force students to read.
And some teachers call on students and give participation grades.
Some teachershave students write journal or daily responses about what they have read. And I often do this, too.
But I’ve also have students draw their responses by hand. And I have had very good success in getting students engaged in what I’ve assigned them to read through handmade thinking.
What do I mean by handmade thinking?
Let’s say that this circle represents everything we do when we think. Inside this circle is both conscious and unconscious thought. When our brain processes information, when it manages or cues the performances of our body, when we reflect, dream, speak, read, write, listen, see, move in the world, all of what the brain controls and does for us is included in this circle.
Inside the circle called thinking is another area that I’d like to call visual thinking. For those of us who have the privilege of sight, we are constantly seeing the world around us and making decisions about what to do with those images or in response to what we see. When we read maps, select a new paint color for the bedroom, or type words on a computer screen, and scroll down through our email on a smartphone, we are engaged in visual decision-making and thinking.
And a portion of visual thinking is what I call handmade thinking. Within the process of visual thinking, we draw images that help us capture or develop ideas. Drawing is in fact a subcategory of thinking. Drawing helps us figure out and communicate to others what we think and what we want others to think. Drawing by hand, using a pen or pencil or marker or mouse or just a finger, we draw to understand and to be understood.
So what does this have to do with teaching English or teaching reading or getting students to read better? Or to read at all? I have found that by incorporating drawing in my classes students are more often prepared for class and more engaged in class. I have learned that through guided practice and with a choice is visual formats, drawing can increase reading engagement, comprehension, as well as collaborative problem-solving and critical thinking.
Let me emphasize again that drawing is a kind of thinking. And it’s a particularly effective way of thinking because it engages the body in ways that pure cognition can’t. Handmade thinking focuses the mind because the body is also focused. This kind of focus leads to improved engagement, it leads to present mindfulness and improved concentration is an increasingly distracting world.
Here is a cartoon I drew recently that I share with my students to help them see the difference between attendance and presence. I tell them that it’s one thing to appear in class and another to actually be there and ready to learn. Attendance isn’t the same thing as presence.
My ideas about using “handmade thinking” to promote better reading habits really began after I read Dan Roam’s great book The Back of the Napkin. Here and elsewhere Dan has argued that drawing can be a powerful tool for problem-solving and presenting one’s ideas to others.
Dan claims that there are 6 ways to tackle a problem and demonstrate its solution. These are similar to the journalist’s questions many of us have learned to investigate and explain a situation, but in this case, Dan revises the traditional questions to include Who or What? Where? When? How? How much? And why?
He also claims that there are 6 basic visual formats that we can use when capturing the answers to those questions. A portrait for who or what. A map for where. A timeline for when. A process chart for how. A chart for how much. And a multivariable chart for why. In other words, by using these basic formats or related images, we can draw our way into better solving the problems we encounter and communicating solutions to others. I would encourage you to look further into Dan’s book and his approach and see for yourself just how powerful drawing can be in problem-solving and decision-making. Much of his work is available on his website at danroam.com.
Next, I began thinking how I might apply these 6 basic questions and visual formats to the problems my students would encounter in what I would be assigning them to read. And as I thought more about having my students draw their responses, I realized that there were quite a few more visual formats that might be helpful to them. And eventually I developed 21 visual formats for handmade thinking, including the six proposed by Dan.
Here they are and I’ve divided them into five categories.
The first category is for visual formats that identify people, places, and things. The portrait for people and things. The map for locations.
The second category is for pairs of ideas that are in dialogue, contrast, balance, or relationship.
The fourth category is for visual formats to depict the quantity of ideas.
The third category provides visual formats for ideas that are grounded in or develop from other ideas.
The fifth and final category is for ideas in action.
Here they are again. 21 formats for handmade thinking. Now let’s look at some student examples of handmade responses to a variety of texts: poetry, essays, short stories, biographies, and traditional textbook materials.
Again the first category was people, places, and things—what we might call the noun group.
For people and things, this is the portrait format.
The poem Evening Star by Charles Goodrich
First Lesson by Philip Booth
Mary Karr’s memoir Cherry
For locations, this is the map format.
LouiseErdrich’s story Fleur
Thoreau’s journal
from THE END OF NATURE by Bill McKibben
The second category is for pairs of ideas.
This a comic panel.
Many students extended this format into several comic panels. Like this response to an essay on the decline of local bookshops.
This drawing is a response to a poem by Bill Hicok called for three whose reflex was yes.
Here is a response capturing a moment of negotiation in True Grit by Charles Portis.
Here is a more extended comic, also from True Grit.
Comparison/contrast
Also from True Grit: LaBoeuf and Rooster Cogburn
JENNIE YABROFF’s essay, In Defense of Cheering
Floyd Skloot’s essay Gray Area: Thinking with a Damaged Brain
Venn diagram
Rolls-Royce Dreams, a poem by Ginger Adams
“A Clean Well-Lighted Place” by Ernest Hemingway
Wives of the Dead, Nathaniel Hawthorne
Seesaw
Tess Gallagher’s poem I Stop Writing the Poem
Another response to JENNIE YABROFF’s essay, In Defense of Cheering
Scales
So far I’ve been showing you examples from my college students. This is a drawing from an 8th grader responding to a selection a unit on the Holocaust concerning the Nuremburg Laws. o
And this a student in one of my sophomore literature courses responding to Jack London’s story In a Far Country.
The third category of visual formats captures the growth of and relationship between ideas.
Like a tree.
A response to Art Speigelman’s graphic memoir MAUS.
A response to the introduction of an anthology of environmental writing titled American Earth edited by Bill McKibben
The common web for brainstorming and mindmapping.
Another response to the introduction of American Earth.
Thoreau’s JOURNALS
Sylvia Plath’s poem Metaphors
The organizational chart.
A response to the introduction of Dan Roam’s The Back of the Napkin
A response to Scott McCloud’s Understanding Comics
The genealogical chart
Another 8th grader’s response to the Nuremburg Laws.
Andrei Codrescu’s Joe Stopped By
The fourth category of visual formats indicate quantities.
Bar charts
I also have students collaborate on handmade responses: This is response to Donald Hall’s Good Use for Bad Weather
And this is an individual student’s response to Paul Ehrlich’s The Population Bomb
Pie charts
Deborah Garrison’s poem Worked Late on a Tuesday Night
A series of pie charts in response to Paul Erhlich’s The Population Bomb
And another series of pie charts (actually pizza pies) in response to the same essay. This is also a good example of how some students combine visual formats. In this case, a combination of the timeline and pie chart formats.
And multivariable charts. Roam puts this in the “why?” category.
Students tend to shy away from the multivariable chart, so I often introduce this format in class and have students work in teams to produce collaborative responses. Here students are putting their charts on the classroom whiteboard.
This one is from Washington Irving’s Rip Van Winkle.
This is another response to Bill Hicok’s poem For Three Whose Reflex Was Yes. This poem describes a mother and child who are taken away by a flash flood and the people who dive in to save them. It compares the amount of danger the mother and child experience to the amount of people willing to sacrifice themselves to save the mother and child.
This is another 8th grader’s handmade response. He has read Steve Job’s biography and is depicting the relationship between Apple’s stock price and Jobs’ tenure at Apple.
And the fifth category includes visual formats that depict ideas or characters in action.
Timeline
This is a response to Stephen Dobyns’ poem Fear.
Flannery O’Connor’s story A Late Encounter with the Enemy
John McPhee’s essay An Album Quilt
And here a timeline similar to a gameboard for Sarah Orne Jewett’s A White Heron
Here is the before and after format that might also fit in the “pairs” category.
Another response to LouiseErdrich’s Fleur
Meredith Hall’s Shunned
Theodore Roethke’s poem My Papa’s Waltz
The equation.
“Heat” by Joyce Carol Oates
Zora Neale Hurston’s Sweat
A flow or process chart.
From John Gage’s THE SHAPE OF ARGUMENT
A response to They Say, I Say, by Gerald Graff and Cathy Birkenstein and Russell Durst on how a writer enters an academic conversation.
Freytag’s pyramid plot line
Bobbie Ann Mason’s The Big Bertha Stories
Another response to Stephen Dobyns’ poem Fear
Another response to Hurston’s story Sweat
A response to Peter Bergen’s article A Dangerous New World of Drones depicting the increasing tension of the drone arms race
A creative plot pyramid response to Howard Nemerov’s poem Learning by Doing.
This is the positive and negative plot line that shows progression up and down and left to right. I learned about this from my friend Austin Kleon who learned it from Kurt Vonnegut.
Here is another handmade response to Hurston’s Sweat
“A Journey” by Edith Wharton
And a more detailed response to Wharton’s story A Journey
This format represents sediment, layers moving from bottom to top.
A response to SAND COUNTY ALMANAC by Aldo Leopold
And another to Sand County Almanac
And here are the 21 formats again.
Here they are and I’ve divided them into five categories.