This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
Each profession has a framework of ethics, the acceptable and and the unacceptable collective patterns of practices, thought processes and terminology geared towards a greater good. This presentation throws light on a few such points in an interactive game like manner with special reference to education of children with D/deafness.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
This is for New BTSA Support Providers. This is the second workshop in the series called Coaching for Induction. Included is a video Chimamanda Ngozi Adichie.
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
Each profession has a framework of ethics, the acceptable and and the unacceptable collective patterns of practices, thought processes and terminology geared towards a greater good. This presentation throws light on a few such points in an interactive game like manner with special reference to education of children with D/deafness.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
This is for New BTSA Support Providers. This is the second workshop in the series called Coaching for Induction. Included is a video Chimamanda Ngozi Adichie.
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Creating a Career Ladder to Support 21st Century School Systems, a presentation by Ee Ling Low of NIE, given at the Global Cities Education Network Symposium, October 2013.
best" publication may vary from person to person, depending on their interests and needs. The key is to explore different publications within your area of interest and find the ones that resonate with you the most. Each of these publications offers a unique perspective and a commitment to excellence in its respective genre, making them worthy of exploration.
science journals is essential for staying informed about the latest developments in your field of interest. The journals mentioned above are among the best in their respective disciplines, offering valuable insights and research findings. Remember that the choice of journal should align with your specific research area and goals, so it's essential to explore the journals that best serve your needs and interests.
Doing better things: transforming how we use Turnitin for learningJisc
Students have an increasing expectation for academic interactions via the same all-pervasive technologies they use socially. How to marry this need for digital engagement with the rigours and expectations of the assessment process is a challenge faced by many institutions.
Beyond being a mechanism for managing academic misconduct Turnitin, via Feedback Studio is increasingly being adopted by institutions as a tool for Electronic Management of Assessment (EMA) in order to address this challenge.
Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
English Language Learner Strategies and Activities Presentation-Chaunta Black...ChauntaBlack
Imagine that you have been asked to develop a professional development presentation that outlines strategies and activities that would be appropriate to use with English language learners.
TESOL Pedagogy: The Communicative Approachryanmccoy2323
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
I24 creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee
1. Creating Engaging Teaching
Materials for 21st Century
Assessments
Carol Chen-Lin
Janice Dowd
Lucy Chu Lee
National Chinese Language Conference
April 7, 2013
Boston, MA
3. What impresses you about exercises
in the teaching materials?
Please write down three things that you look
for in engaging exercises
Share with your neighbor and decide on the
two most important criteria to use when
selecting or creating an exercise
4.
5. What are 21st century skills?
Twenty-first Century Skills are the set
of skills students need to succeed in
learning, in work, and in life--in this
century.
7. 21st Century skills
Learning and Innovation Skills (4 Cs)
communication
collaboration
critical thinking
creativity
Digital Literacy Skills
information, media, and technology
literacy
Life and Career Skills
initiative and self-direction, leadership,
adaptability, and more
9. 21st Century Critical Learning and
Innovation Skills
Communication and collaboration
the ability of individuals to communicate
clearly, using oral, written, and non-
verbal languages, and collaborate
effectively and responsibly with diverse
populations
10. 21st Century Critical Learning and Innovation Skills
Communication
Articulate thoughts and ideas effectively using oral, written, and
nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes, and intentions
Use communication for a variety of purposes (e.g., to inform, instruct,
motivate, and persuade]
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
Communicate effectively in diverse environments (including multi-
lingual environments)
12. Communication
1.1 Students engage in conversations, provide and
obtain information, express feelings and emotions,
and exchange opinions. (Interpersonal)
1.2 Students understand and interpret written and
spoken language on a variety of topics in Chinese.
(Interpretive)
1.3 Students present information, concepts, and
ideas to an audience of listeners or readers on a
variety of topics in Chinese. (Presentational)
13. Interpersonal Mode
Interpersonal mode tasks are two-way, spontaneous
exchanges that involve negotiation of meaning
between people
The tasks are unrehearsed, unrefined, non-scripted
May be based on information acquired in the
interpretive mode
Often there is an information gap
15. Interpretive Mode
Comprehension of words, concepts, ideas, meaning of
entire piece
One way → between the person and the piece
Learners are exposed to a wide variety of culturally
authentic materials such as texts, films, works of art,
songs, poems, advertisements, music videos
17. Presentational Mode
Presentational mode tasks allow learners time to
rehearse, revise, rewrite, consult sources, or otherwise
prepare ahead of time
These tasks require learners to use the language for a
real world purpose other than display for the teacher
or classroom
Presentational mode tasks allow learners to use
language in new and different contexts
18. Which mode is it?
1. Talk with a friend about what to do on the
weekend.
2. Watch a travel video and jot down places of
interest.
3. Prepare a poster about your favorite sport.
4. Send a letter to an e-pal.
5. Create a graphic organizer for new vocabulary.
6. Create a skit where you buy something in the
market.
19. Which mode is it?
Talk with a friend about what to do on the weekend.
Interpersonal
Watch a travel video and jot down places of interest.
Interpretive
Prepare a poster about your favorite sport.
Presentational
Send a letter to an e-pal.
Presentational
20. Which mode is it?
Create a graphic organizer for new vocabulary.
Interpretive
Create a skit where you buy something in the
market.
Presentational
21. Which mode is it?
Listen for the gist.
Have a face to face telephone conversation.
Ask directions and listen to the response.
Create a radio spot.
Write a travel brochure about Xi’An.
22. Which mode is it?
Listen for the gist.
Interpretive
Have a face to face telephone conversation.
Interpersonal
Ask for directions; listen to the response.
Interpretive
Create a radio spot.
Presentational
Write a travel brochure about Xi’An.
Presentational
23. How to examine textbooks and
teaching materials
Choose textbooks that have engaging exercises
that practice the 5 C’s
What to look for in the exercises in textbooks
Evaluating textbooks—no textbook/teaching
material is perfect
24. New Jersey textbook and exercise
evaluation topics
Organization/Format
Content
Teacher's Edition/Supplementary Materials
Inclusion/Equity/Diversity Issues
Alignment with district curriculum, state
standards, skills and assessments
25. Organization of a good textbook
Textbook provides a useful table of contents,
glossary, and index
Layout is consistent and chapters are
arranged logically
Chapters contain clear and comprehensive
introductions and summaries
Textbook contains references, bibliography,
and resources
26. Organization (2)
Information is accurate and current
Reading level is appropriate for age/grade
Size and format of print is appropriate
Format is visually appealing and interesting
27. Content that makes for engaging
exercises
Real-life applications are given
Information and directions are clearly
written and explained
Activities are developmentally appropriate
Non text content (maps, graphs, pictures)
are accurate and well integrated into the text
Activities are interdisciplinary
28. Content (2)
Activities apply to a diversity of student
abilities, interests, and learning styles
Activities include guiding questions which
encourage the development of higher-level
thinking skills
29. Teacher's Edition/Supplementary
Materials
Textbook provides a separate teacher's
edition with resource package
Teacher's edition is comprehensive,
organized, and easy to use
References are readily available and reflect
information on the standards
31. Exercises align with district curriculum,
state standards, skills, and assessments
Women and minorities are featured in
important roles
Subject matter covers a spectrum of
accomplishments and contributions by all
genders, races, and physical conditions
All groups are presented in broad scope
Pronouns and descriptors of both genders are
used equally
32. Alignment with district curriculum, state
standards, skills, and assessments (2)
Nouns, adjectives, terms, and illustrations are
non-stereotypical and non-prejudicial
Children of both genders and various cultures
and physical conditions use the materials
without feeling excluded, estranged, or
diminished
References and timelines feature events
throughout various parts of the world
33. Important Caveats about Textbooks
The textbook is a guide—you do not have to
follow it word for word; choose exercises
judiciously
The best teachers supplement the material
found in textbooks
Teachers add to the textbook
Teachers decide to teach some things later
Teachers often supplement the textbook with
their own material
34. Then Now
Learn about grammar
Textbook as curriculum
Teachers-presenter
Synthetic situation from
textbook
Students “turn in” work
Use the language
Thematic units/authentic
resources
Students—doer, creator
Personalize real world tasks
Learners create to “share and
publish” for an audience more
than the teacher
37. Authentic Material
What is authentic material?
Why is authentic material important?
How does it teach culture?
What are some examples of authentic
material?
40. Evaluate the exercise
What is the purpose?
Sometimes a drill can be helpful but
recognize that it does not further real
communication
Exercises need a context
41. Evaluate the Content
What is age appropriate?
What is level
appropriate?
What is culturally
appropriate?
42. Performance-based tasks
Why do we want students to do
performance-based tasks?
What do performance-based tasks show
about a student’s learning?
How are they better than just pencil and
paper tests?
44. Look at this exercise
Master the following phrases
45. Evaluate the exercise?
What is the purpose?
Sometimes a drill can be helpful but
recognize that it does not further real
communication
Exercises need a context
46. Writing Example
This coming Friday is your friend Mary's 17th birthday. You are trying to
order a birthday cake on line for her birthday party of 20 people. Please
fill in the blanks with Chinese.
47. Evaluate the writing example
What are some of the good features of this
example?
How can you modify it? What other kinds
of writing examples can you do?
Teachers can modify exercises to make them
more engaging
54. Evaluate a survey
How does a survey aid communication
between students?
What mode is it usually?
What kind of things lend themselves to
surveys?
55. Interpretive
Students listen to an introduction from the tour guide at the Chengdu Panda
Research base
-- concerning the educational functions of the Base
-- keeping the public aware of the status of endangered species
--necessity of conservation of natural habitats
-- human conservation behavior
--essential needs of the captive collection
Learning Scenario
56. (interpersonal mode) Students discuss in a group of 2
ways to promote awareness of saving the endangered
pandas
(presentation mode) resulting in a brochure for panda
adoption for the students in the New Haven Chinese
Heritage School.
Learning Scenario 2
The AP courses in world languages and cultures are structured around six themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future aspects as appropriate.