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This document outlines 9 brain-based teaching strategies:
1) Involving students in authentic problem solving to increase relevance.
2) Using projects to increase meaning and motivation by working on presentations, recordings, or displays.
3) Employing simulations and role plays when authentic problems are not feasible.
4) Using visual aids like graphic organizers to aid in retention and understanding.
5) Incorporating songs, jingles and rhymes to make content more memorable.
6) Employing mnemonic strategies to help recall important information.
7) Having students write their own word problems, dialogues or speeches.
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The document outlines seven guiding principles for selecting effective teaching strategies: (1) Learning is active and involves hands-on activities, (2) Using multiple senses enhances learning, (3) A positive classroom environment without threats improves learning, (4) Emotion increases retention, (5) Meaningful connections to students' lives aids learning, (6) Teaching should go beyond recall to higher-order thinking, (7) An integrated approach addressing multiple intelligences and learning styles is most effective. The document advocates using brain-based strategies like visual aids, songs, projects and hands-on activities to create meaningful and engaging lessons. There is no single best method; teachers should consider objectives, content, students and policies to choose
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The American TESOL Advanced online certification is an 80-hour interactive course that provides training in teaching English as a second language through a focus on methods and approaches to TESOL. Participants study TESOL theory and learn to create and present English lesson plans in a virtual classroom environment. The course also includes an optional online teaching internship. It aims to improve participants' knowledge of TESOL, ability to design lessons, and confidence in teaching English as a second language.
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Learn to encourage thinking and creativity while teaching English as a second language with role playing and simulation.
Wow project
The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences. It explains each C and provides examples of how to incorporate them into lesson plans to increase student motivation, such as allowing students to choose topics or work collaboratively. The document also includes a sample lesson plan applying the 6 C's to a 5th grade history lesson on America using technology.
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The document discusses research findings about how the brain learns and recommends instructional strategies based on this research. It finds that the brain retains information through rehearsal, builds neural networks through concrete experiences, and more easily recalls information set to music or rhyme. It then recommends strategies like involving students in authentic problems, using projects, simulations, songs, mnemonics, hands-on activities, and visual aids to increase meaning, motivation, and long-term memory of the material.
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Authentic learning involves real-world tasks that mimic professional practice, such as managing a city or solving a crime. It focuses on complex, sustained projects over days or weeks rather than brief exercises. Characteristics include relevance to the real world, ill-defined problems for students to explore from multiple perspectives, collaboration, reflection, integration across disciplines, and assessment of authentic products rather than single answers.
Time sequence pattern organizer elizabeth neville
Scout reminisces about her childhood in Maycomb, Alabama and meets her neighbor Dill. She and Jem become fascinated by their reclusive neighbor, Boo Radley, and get into minor childhood misadventures. As Atticus takes on the controversial case of defending a black man, Tom Robinson, against rape charges, tensions rise in town. On their walk home one evening, Jem and Scout are attacked by Bob Ewell, the alleged rape victim's father, but are saved by Boo Radley, who kills Ewell in defense of the children.
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This document outlines 9 brain-based teaching strategies:
1) Involving students in authentic problem solving to increase relevance.
2) Using projects to increase meaning and motivation by working on presentations, recordings, or displays.
3) Employing simulations and role plays when authentic problems are not feasible.
4) Using visual aids like graphic organizers to aid in retention and understanding.
5) Incorporating songs, jingles and rhymes to make content more memorable.
6) Employing mnemonic strategies to help recall important information.
7) Having students write their own word problems, dialogues or speeches.
8) Conducting active reviews where students prepare to teach their
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The document outlines seven guiding principles for selecting effective teaching strategies: (1) Learning is active and involves hands-on activities, (2) Using multiple senses enhances learning, (3) A positive classroom environment without threats improves learning, (4) Emotion increases retention, (5) Meaningful connections to students' lives aids learning, (6) Teaching should go beyond recall to higher-order thinking, (7) An integrated approach addressing multiple intelligences and learning styles is most effective. The document advocates using brain-based strategies like visual aids, songs, projects and hands-on activities to create meaningful and engaging lessons. There is no single best method; teachers should consider objectives, content, students and policies to choose
American TESOL Advanced Syllabus
The American TESOL Advanced online certification is an 80-hour interactive course that provides training in teaching English as a second language through a focus on methods and approaches to TESOL. Participants study TESOL theory and learn to create and present English lesson plans in a virtual classroom environment. The course also includes an optional online teaching internship. It aims to improve participants' knowledge of TESOL, ability to design lessons, and confidence in teaching English as a second language.
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The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
ATIAC
The document describes an 80-hour online Advanced TESOL Certification program that provides training in teaching English as a second language. The $295 program includes 3 eBooks and materials from Cambridge University. Participants will learn TESOL methods and approaches, create lesson plans, and have the option to complete an internship teaching virtually. Upon completing assignments, lectures, quizzes and a thesis, participants will receive an Advanced TESOL Certification and be eligible for job placement teaching English abroad.
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The American TESOL for Children online course provides certification in teaching English as a second language to children ages 2-17. Over the course of 22 modules, participants learn about TESOL methods and approaches, create lesson plans, and have the option to complete a virtual teaching internship. The course focuses on best practices for age-appropriate vocabulary, activities, and classroom management techniques. Participants improve their understanding of child development stages, language acquisition, and student assessment through readings, videos, discussions, and applying their knowledge to create 5 lesson plans for teaching ESL to young learners.
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The document discusses the potential for using brain-computer interface (BCI) technology to facilitate language learning and translation. Currently, BCI systems allow for very slow text communication rates of less than 10 characters per minute by decoding brain signals. For practical translation, dramatically faster communication rates would be needed. Additionally, current BCI methods like EEG recordings have limitations like being susceptible to artifacts. The development of improved, non-invasive brain sensors over the next 20 years could greatly expand the communication abilities of BCIs.
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This document provides suggestions for a variety of fun early childhood activities that engage young children's learning. The activities cover different themes like arts and crafts, stories, songs, and drama. They also introduce or reinforce learning concepts like colors, numbers, letters, animals, and seasons. The activities aim to create a stress-free environment and accommodate different learning styles through movement, hands-on projects, books, and more. Specific activity examples include making flowers, playing number games, learning about butterflies, spiders, dinosaurs, shapes, holidays, careers, transportation, weather, and more.
Five approaches to TESOL
The document outlines five approaches to teaching English to speakers of other languages (TESOL): 1) The art/musical approach uses songs and art to engage both sides of the brain in learning new vocabulary. 2) The lexical approach believes vocabulary determines grammar rules. 3) The communicative approach emphasizes student participation and interaction over teacher-centered learning. 4) The audiolingual method is based on behavioral theory and focuses on listening, speaking, repetition and memorization. 5) Total physical response engages students through motivating physical activities in a personal way to make language learning enjoyable.
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TESOL was established in 1966 to address the lack of a single professional organization for teachers of English to speakers of other languages. It was formed through the merging of five existing organizations concerned with teaching English as a second language. TESOL's mission is to ensure excellence in English language teaching globally. The organization represents over 13,000 members across more than 120 countries. TESOL conferences in the 1960s helped establish the need for the new organization and a dedicated journal for the field.
International Accreditation
This document is an accreditation certificate granted to American TESOL Institute in April 2017. It recognizes the institute's achievement of high standards in organizational management, business management, and business performance through a commitment to quality and continuous improvement. The accreditation is valid through the accreditation committee.
Press release
Cliff Adams, a graduate of the United States Naval Academy, plans to teach English in Latin America after completing his tour of duty in Afghanistan in April 2011. Having traveled to six continents as a naval officer, Adams feels he never fully understood other cultures during brief port calls and wants to teach abroad to immerse himself in another culture. Adams believes his experience mentoring and training hundreds of people in the Navy has given him strong communication and teaching skills to be a successful English instructor abroad.
Pronunciation
1) Teaching pronunciation is important for communication but many teachers avoid it or believe it cannot be taught effectively.
2) Pronunciation is best taught starting with individual phonemes and having students practice distinguishing pairs of similar sounds before moving to words and sentences.
3) Three major barriers to good pronunciation are anxiety, learned helplessness, and issues with cultural identity, but teachers can address these through structured practice, positive feedback, and activities that emphasize acceptable variation in accents.
Teaching vocabulary
This document discusses strategies for teaching English vocabulary to ESL students. It recommends that vocabulary be integrated with subject matter through cooperative activities. Teachers should pre-introduce words, tap into students' background knowledge, and encourage independent learning. Students learn best when actively involved, self-monitoring progress and receiving repeated exposures to new words. Teachers can help by integrating vocabulary into lessons, offering varied activities, building background knowledge, and fostering word retention.
TESOL 2 - Technological Language Immersion
This document discusses the future of language learning. It describes how technology is changing how English and other languages evolve through communication online. New forms of "Panglish" are emerging. The document also discusses how technology will transform language learning, noting that augmented reality and human-computer symbiosis may allow for total immersion in a new language through machines and nanocomputers embedded in the brain. Ultimately, the document suggests all forms of communication may be represented by a universal code, making distinct natural languages obsolete.
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Augmented reality (AR) enhances one's current perception of reality by overlaying virtual computer-generated images on a live view of the physical world. AR combines real and virtual elements, interacts in real time, and registers virtual objects in 3D. Unlike virtual reality which aims to replace reality, AR enhances a user's perception of the real world. AR can revolutionize education, especially second language learning, by allowing users to see virtual labels and objects in both their native and target language overlaid on the real world through devices like translucent goggles. AR merges digital learning materials with the physical classroom to create an interactive 3D environment and innovative learning process for second language acquisition.
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The 3 week TESOL Thailand program curriculum covers 5 main areas: 1) teaching techniques, 2) language awareness, 3) teaching practice and observation, 4) materials project, and 5) assignments. Trainees conduct 6 observed teaching practices with Thai students and develop teaching materials. Assessment is based on attendance, assignment completion, teaching practices, materials project, participation, and professionalism. Trainees must obtain a minimum 70% grade to pass.
Tesol group-work
Group work can be an effective teaching technique for language classrooms when implemented properly. It allows all students to actively participate and keeps them occupied. However, teachers should monitor student dynamics and not allow antagonistic students to work together. Teachers are also better suited than students to form groups that mix students of varying abilities, so students should not choose their own groups. When done correctly, group work can help students learn while building acceptance for all. But teachers must fine tune the groups and watch for problems between students to ensure group work benefits learning.
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1. This document provides 50 tips for new English teachers. The tips cover a range of teaching strategies and techniques including moving around the classroom, checking for understanding from all students, allowing time for student discussion and thinking, focusing on language use rather than just understanding, and incorporating variety and challenge into lessons.
2. Some specific tips include not over-correcting natural student responses, checking individual students rather than just the group, using gestures to control interactions, waiting before accepting answers to encourage discussion, and asking questions rather than giving answers when possible.
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The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
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The document describes an 80-hour online Advanced TESOL Certification program that provides training in teaching English as a second language. The $295 program includes 3 eBooks and materials from Cambridge University. Participants will learn TESOL methods and approaches, create lesson plans, and have the option to complete an internship teaching virtually. Upon completing assignments, lectures, quizzes and a thesis, participants will receive an Advanced TESOL Certification and be eligible for job placement teaching English abroad.
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The American TESOL for Children online course provides certification in teaching English as a second language to children ages 2-17. Over the course of 22 modules, participants learn about TESOL methods and approaches, create lesson plans, and have the option to complete a virtual teaching internship. The course focuses on best practices for age-appropriate vocabulary, activities, and classroom management techniques. Participants improve their understanding of child development stages, language acquisition, and student assessment through readings, videos, discussions, and applying their knowledge to create 5 lesson plans for teaching ESL to young learners.
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Atiin
The document describes the TESOL In-class Certification Program which provides participants with a 20-hour in-class course combined with 80-200 hours of online study. The program costs between $695-$995 and upon completion, participants will receive a TESOL certificate. The hybrid program examines core TESOL knowledge, creating ESL lesson plans, comparing teaching methods, and facilitating classroom communication. It aims to improve teacher confidence and introduce online ESL teaching.
Communication via-brain-computer-interface
The document discusses the potential for using brain-computer interface (BCI) technology to facilitate language learning and translation. Currently, BCI systems allow for very slow text communication rates of less than 10 characters per minute by decoding brain signals. For practical translation, dramatically faster communication rates would be needed. Additionally, current BCI methods like EEG recordings have limitations like being susceptible to artifacts. The development of improved, non-invasive brain sensors over the next 20 years could greatly expand the communication abilities of BCIs.
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This document provides suggestions for a variety of fun early childhood activities that engage young children's learning. The activities cover different themes like arts and crafts, stories, songs, and drama. They also introduce or reinforce learning concepts like colors, numbers, letters, animals, and seasons. The activities aim to create a stress-free environment and accommodate different learning styles through movement, hands-on projects, books, and more. Specific activity examples include making flowers, playing number games, learning about butterflies, spiders, dinosaurs, shapes, holidays, careers, transportation, weather, and more.
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The document outlines five approaches to teaching English to speakers of other languages (TESOL): 1) The art/musical approach uses songs and art to engage both sides of the brain in learning new vocabulary. 2) The lexical approach believes vocabulary determines grammar rules. 3) The communicative approach emphasizes student participation and interaction over teacher-centered learning. 4) The audiolingual method is based on behavioral theory and focuses on listening, speaking, repetition and memorization. 5) Total physical response engages students through motivating physical activities in a personal way to make language learning enjoyable.
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This document is an accreditation certificate granted to American TESOL Institute in April 2017. It recognizes the institute's achievement of high standards in organizational management, business management, and business performance through a commitment to quality and continuous improvement. The accreditation is valid through the accreditation committee.
Press release
Cliff Adams, a graduate of the United States Naval Academy, plans to teach English in Latin America after completing his tour of duty in Afghanistan in April 2011. Having traveled to six continents as a naval officer, Adams feels he never fully understood other cultures during brief port calls and wants to teach abroad to immerse himself in another culture. Adams believes his experience mentoring and training hundreds of people in the Navy has given him strong communication and teaching skills to be a successful English instructor abroad.
Pronunciation
1) Teaching pronunciation is important for communication but many teachers avoid it or believe it cannot be taught effectively.
2) Pronunciation is best taught starting with individual phonemes and having students practice distinguishing pairs of similar sounds before moving to words and sentences.
3) Three major barriers to good pronunciation are anxiety, learned helplessness, and issues with cultural identity, but teachers can address these through structured practice, positive feedback, and activities that emphasize acceptable variation in accents.
Teaching vocabulary
This document discusses strategies for teaching English vocabulary to ESL students. It recommends that vocabulary be integrated with subject matter through cooperative activities. Teachers should pre-introduce words, tap into students' background knowledge, and encourage independent learning. Students learn best when actively involved, self-monitoring progress and receiving repeated exposures to new words. Teachers can help by integrating vocabulary into lessons, offering varied activities, building background knowledge, and fostering word retention.
TESOL 2 - Technological Language Immersion
This document discusses the future of language learning. It describes how technology is changing how English and other languages evolve through communication online. New forms of "Panglish" are emerging. The document also discusses how technology will transform language learning, noting that augmented reality and human-computer symbiosis may allow for total immersion in a new language through machines and nanocomputers embedded in the brain. Ultimately, the document suggests all forms of communication may be represented by a universal code, making distinct natural languages obsolete.
TESOL AR
Augmented reality (AR) enhances one's current perception of reality by overlaying virtual computer-generated images on a live view of the physical world. AR combines real and virtual elements, interacts in real time, and registers virtual objects in 3D. Unlike virtual reality which aims to replace reality, AR enhances a user's perception of the real world. AR can revolutionize education, especially second language learning, by allowing users to see virtual labels and objects in both their native and target language overlaid on the real world through devices like translucent goggles. AR merges digital learning materials with the physical classroom to create an interactive 3D environment and innovative learning process for second language acquisition.
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The 3 week TESOL Thailand program curriculum covers 5 main areas: 1) teaching techniques, 2) language awareness, 3) teaching practice and observation, 4) materials project, and 5) assignments. Trainees conduct 6 observed teaching practices with Thai students and develop teaching materials. Assessment is based on attendance, assignment completion, teaching practices, materials project, participation, and professionalism. Trainees must obtain a minimum 70% grade to pass.
Tesol group-work
Group work can be an effective teaching technique for language classrooms when implemented properly. It allows all students to actively participate and keeps them occupied. However, teachers should monitor student dynamics and not allow antagonistic students to work together. Teachers are also better suited than students to form groups that mix students of varying abilities, so students should not choose their own groups. When done correctly, group work can help students learn while building acceptance for all. But teachers must fine tune the groups and watch for problems between students to ensure group work benefits learning.
Tips for new Teachers
1. This document provides 50 tips for new English teachers. The tips cover a range of teaching strategies and techniques including moving around the classroom, checking for understanding from all students, allowing time for student discussion and thinking, focusing on language use rather than just understanding, and incorporating variety and challenge into lessons.
2. Some specific tips include not over-correcting natural student responses, checking individual students rather than just the group, using gestures to control interactions, waiting before accepting answers to encourage discussion, and asking questions rather than giving answers when possible.
3. Overall, the tips emphasize engaging and checking all students, focusing on language use, incorporating variety, challenge and student influence into lessons, and allowing time for student thinking
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