These instructional slides will take you through the steps to help you with the application process for the English Program in Korea (EPIK) and the Seoul Metropolitan Office of Education (SMOE).
Collaborative Technologies for Teaching and Learningbkiggins
This document discusses various Web 2.0 technologies that can be used for collaborative teaching and learning, including wikis, presentation applications, collaborative environments, and social bookmarking. Specific tools are discussed for each category, like PBWiki for wikis and Google Docs for collaboration. Ideas are provided for integrating these tools into different academic disciplines, such as using wikis for physical therapy education or social bookmarking in health sciences. Overall, the document promotes the use of Web 2.0 technologies to enhance collaboration and knowledge sharing in educational settings.
Wikis and blogs for collaborative English language learning activities for pr...CITE
4 March 2010 (Thursday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/27 | SZE, Paul M.M.; YAU, Pik Kei Peggy; WONG, Hoi Lam; WONG, Kin Ming; Department of Curriculum and Instruction, The Chinese University of Hong Kong
This document summarizes the experiences of two instructors, Kimberly Hilton and Danielle Marshall, who co-taught developmental and college-level English courses at Ivy Tech Community College using a co-requisite model. It discusses their backgrounds, the origins and goals of co-teaching corequisite courses, how their partnership worked in practice, challenges they faced, and recommendations for effective co-teaching partnerships. Research on co-teaching styles and relationship types is presented, along with results of a survey of Ivy Tech instructors on their co-teaching experiences and needs. Suggestions from students on the corequisite model are also shared.
Co-teaching involves two or more teachers delivering instruction to students in an inclusive classroom. There are several approaches to co-teaching such as supportive, parallel, complementary, and team teaching. Co-teaching provides benefits for both students and teachers, including increased individualized attention for students and opportunities for professional collaboration between teachers. Successful co-teaching requires joint planning time, a commitment to effective communication, and administrative support.
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
The document discusses implementing lesson plans that incorporate technology for teaching English as a foreign language. It includes listening activities with audio interviews and recording interviews using digital cameras and iMovie. It also covers timelines for present perfect and simple past tenses and common mistakes. Finally, it outlines the six levels of the Common European Framework for language proficiency.
Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective...Kurt Kohn
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences.
Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins.
Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
Collaborative Technologies for Teaching and Learningbkiggins
This document discusses various Web 2.0 technologies that can be used for collaborative teaching and learning, including wikis, presentation applications, collaborative environments, and social bookmarking. Specific tools are discussed for each category, like PBWiki for wikis and Google Docs for collaboration. Ideas are provided for integrating these tools into different academic disciplines, such as using wikis for physical therapy education or social bookmarking in health sciences. Overall, the document promotes the use of Web 2.0 technologies to enhance collaboration and knowledge sharing in educational settings.
Wikis and blogs for collaborative English language learning activities for pr...CITE
4 March 2010 (Thursday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/27 | SZE, Paul M.M.; YAU, Pik Kei Peggy; WONG, Hoi Lam; WONG, Kin Ming; Department of Curriculum and Instruction, The Chinese University of Hong Kong
This document summarizes the experiences of two instructors, Kimberly Hilton and Danielle Marshall, who co-taught developmental and college-level English courses at Ivy Tech Community College using a co-requisite model. It discusses their backgrounds, the origins and goals of co-teaching corequisite courses, how their partnership worked in practice, challenges they faced, and recommendations for effective co-teaching partnerships. Research on co-teaching styles and relationship types is presented, along with results of a survey of Ivy Tech instructors on their co-teaching experiences and needs. Suggestions from students on the corequisite model are also shared.
Co-teaching involves two or more teachers delivering instruction to students in an inclusive classroom. There are several approaches to co-teaching such as supportive, parallel, complementary, and team teaching. Co-teaching provides benefits for both students and teachers, including increased individualized attention for students and opportunities for professional collaboration between teachers. Successful co-teaching requires joint planning time, a commitment to effective communication, and administrative support.
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
The document discusses implementing lesson plans that incorporate technology for teaching English as a foreign language. It includes listening activities with audio interviews and recording interviews using digital cameras and iMovie. It also covers timelines for present perfect and simple past tenses and common mistakes. Finally, it outlines the six levels of the Common European Framework for language proficiency.
Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective...Kurt Kohn
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences.
Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins.
Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
Mr. and Mrs. Bennet are the parents of Jane, Lizzy, and Lydia. Mr. Bingley is a wealthy single man who has rented Netherfield Park. Mrs. Bennet hopes one of her daughters will catch Mr. Bingley's eye and marry him, while Mr. Bennet has a more casual view of Mr. Bingley moving to the neighborhood. The two disagree on which daughter to introduce to Mr. Bingley, with Mr. Bennet preferring Lizzy over Jane or Lydia.
Marco Polo was born in Venice, Italy and was educated for business and language skills by his father, who was a merchant. When Marco's father and uncle traveled to China, Marco accompanied them. They were received by Kublai Khan and asked to return with priests to teach Christianity. On their second journey, Marco went as well and stayed in China for many years, where he helped the emperor and learned Chinese. Their long journey home was difficult, and upon returning to Venice, Marco dictated his adventures to a fellow prisoner, which were published as a book, though initially met with skepticism.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
The document discusses energy balance and weight loss. It explains that people in the past struggled to find enough food, while now many eat too much without balancing food intake with energy expenditure. It notes that excess fat in the body is often found in women's hips/thighs and men's abdomens. While eating less can cause weight loss, it is often liquid and muscle rather than fat. The best way to lose weight is through regular, vigorous exercise like 20-30 minutes three times a week, as playing volleyball uses less energy than table tennis. Simply going on a diet is not effective for long-term weight loss.
This document is the executive summary of the Public Protector's report titled "State of Capture". It summarizes the key allegations investigated, which include the Gupta family's alleged improper influence over cabinet appointments and awarding of state contracts. The investigation examined whether President Zuma violated the executive ethics code and enabled "state capture" by the Gupta family for financial gain. The executive summary outlines the two-phased investigatory process conducted to address concerns around the erosion of public trust in government institutions.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
The document describes 4 internship projects in Cambodia run by AIESEC:
1) New Bridge Cambodia teaches English to children ages 6-15 to help break the cycle of poverty through education. Interns will teach, learn Cambodian culture, enhance skills, and face challenges.
2) Green Hope raises environmental awareness in Phnom Penh on waste issues. Interns will research waste topics, join tours, teach English, and organize workshops.
3) Cross Cultural Understanding shares culture between Cambodian and international youth to broaden perspectives. Interns will teach soft skills, cultural exchanges, and global issues at universities.
4) Nurturing the Future Generations provides quality education opportunities.
Justin gunn taylor - original contribution tel5091JustinGunnTaylor
Informational Presentation on teaching in Korea. It provides brief descriptions of what you need to apply, benefits, types of schools, educational culture background, Korean phonology, Korea syntax, example word walls for the classroom, teacher do's and don't, and professional resources.
The student had a positive experience studying for 6 weeks at Korea University International Summer Campus (KU ISC) through their academic and cultural immersion program. They took courses in Economics, Econometrics, and Beginning Korean, finding the material challenging but learning a lot within the compressed time period. While it was difficult to adapt to the new environment and language initially, participating in campus activities and excursions helped the student settle in and make friends. Overall, the high quality faculty, course offerings, and cultural experiences provided the student with a once-in-a-lifetime opportunity to learn about Korea.
Acc4300 1 an over view of esl teaching in koreaPei Zhao
This document provides an overview of teaching English as a second language in Korea and China. It describes the education system and methods used, including the prominent grammar-translation method. It outlines the roles of both Korean and foreign English teachers, with Korean teachers focusing on grammar and foreign teachers on speaking practice using textbooks. Various types of schools are discussed, including private hagwons, state schools, and immersive English villages. Extracurricular activities like camps are also covered.
This document discusses educational policy, teacher training, and hiring practices related to teaching English in Japanese schools. It notes that both native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in Japan often feel frustrated due to lack of understanding about the school system. The document also outlines the current status of English education in Japanese schools, the credentials required to teach K-12 in Japan, and eligibility requirements for being hired as an assistant language teacher (ALT). It encourages applicants to learn about Japan's educational system and provides recommendations for how to encourage more NNESTs to apply to teach English in Japan.
This document provides information about teaching English in China and Korea, including the economic context, classroom environments, and job placement process. It notes that China and Korea are experiencing economic growth, which is increasing demand for English teachers. Classrooms typically have 20-30 students, and teachers work 25-30 hours per week in the classroom plus additional preparation time. The job application and hiring process usually involves posting resumes on sites like Dave's ESL Cafe, communicating with interested schools, and negotiating contracts that include details about compensation, accommodations, and travel. Teaching English abroad can provide a memorable experience working with students in vibrant Chinese and Korean cultures and economies.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
Overview of teaching english in non english speakingApril Pei
This document provides an overview of teaching English in Korea. It discusses:
- English is typically taught through grammar translation, with Korean teachers presenting grammar and a language lab, while Western teachers focus on textbooks.
- Western teachers give lessons, test grammar and compile reports, while coordinating with Korean teachers.
- Schools include private hagwons, state schools with larger classes and co-teaching, and English villages with interactive role-playing classrooms.
- Additional programs include after-school classes and summer/winter camps focusing on games, art, performances and competitions.
Teaching Nomad is your connection to teaching jobs in China. We have openings for beginner, experienced & professional teachers in every major city. http://www.teachingnomad.com/teaching-in-china
The document provides an overview of Japan's education system from early childhood through university level. It notes that the Ministry of Education oversees education and outlines the main phases: kindergarten/nursery school, elementary school, junior high school, high school, and university. Elementary and junior high education are predominantly public, while high school has both public and private options. The education system places strong emphasis on academics, and parents are highly involved in early childhood learning. English education in particular has grown in importance for career opportunities.
HB English Kindergarten is a proposed English immersion kindergarten in Busan, South Korea. It will provide young students with an exceptional environment to learn English through conversations with native English speaking teachers and classmates. The kindergarten aims to resolve issues with traditional English education in Korea by focusing on speaking skills. It will compete with other English kindergartens in Busan by offering small class sizes, high quality foreign teachers, and a unique curriculum where all activities are conducted entirely in English.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
Mr. and Mrs. Bennet are the parents of Jane, Lizzy, and Lydia. Mr. Bingley is a wealthy single man who has rented Netherfield Park. Mrs. Bennet hopes one of her daughters will catch Mr. Bingley's eye and marry him, while Mr. Bennet has a more casual view of Mr. Bingley moving to the neighborhood. The two disagree on which daughter to introduce to Mr. Bingley, with Mr. Bennet preferring Lizzy over Jane or Lydia.
Marco Polo was born in Venice, Italy and was educated for business and language skills by his father, who was a merchant. When Marco's father and uncle traveled to China, Marco accompanied them. They were received by Kublai Khan and asked to return with priests to teach Christianity. On their second journey, Marco went as well and stayed in China for many years, where he helped the emperor and learned Chinese. Their long journey home was difficult, and upon returning to Venice, Marco dictated his adventures to a fellow prisoner, which were published as a book, though initially met with skepticism.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
The document discusses energy balance and weight loss. It explains that people in the past struggled to find enough food, while now many eat too much without balancing food intake with energy expenditure. It notes that excess fat in the body is often found in women's hips/thighs and men's abdomens. While eating less can cause weight loss, it is often liquid and muscle rather than fat. The best way to lose weight is through regular, vigorous exercise like 20-30 minutes three times a week, as playing volleyball uses less energy than table tennis. Simply going on a diet is not effective for long-term weight loss.
This document is the executive summary of the Public Protector's report titled "State of Capture". It summarizes the key allegations investigated, which include the Gupta family's alleged improper influence over cabinet appointments and awarding of state contracts. The investigation examined whether President Zuma violated the executive ethics code and enabled "state capture" by the Gupta family for financial gain. The executive summary outlines the two-phased investigatory process conducted to address concerns around the erosion of public trust in government institutions.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
The document describes 4 internship projects in Cambodia run by AIESEC:
1) New Bridge Cambodia teaches English to children ages 6-15 to help break the cycle of poverty through education. Interns will teach, learn Cambodian culture, enhance skills, and face challenges.
2) Green Hope raises environmental awareness in Phnom Penh on waste issues. Interns will research waste topics, join tours, teach English, and organize workshops.
3) Cross Cultural Understanding shares culture between Cambodian and international youth to broaden perspectives. Interns will teach soft skills, cultural exchanges, and global issues at universities.
4) Nurturing the Future Generations provides quality education opportunities.
Justin gunn taylor - original contribution tel5091JustinGunnTaylor
Informational Presentation on teaching in Korea. It provides brief descriptions of what you need to apply, benefits, types of schools, educational culture background, Korean phonology, Korea syntax, example word walls for the classroom, teacher do's and don't, and professional resources.
The student had a positive experience studying for 6 weeks at Korea University International Summer Campus (KU ISC) through their academic and cultural immersion program. They took courses in Economics, Econometrics, and Beginning Korean, finding the material challenging but learning a lot within the compressed time period. While it was difficult to adapt to the new environment and language initially, participating in campus activities and excursions helped the student settle in and make friends. Overall, the high quality faculty, course offerings, and cultural experiences provided the student with a once-in-a-lifetime opportunity to learn about Korea.
Acc4300 1 an over view of esl teaching in koreaPei Zhao
This document provides an overview of teaching English as a second language in Korea and China. It describes the education system and methods used, including the prominent grammar-translation method. It outlines the roles of both Korean and foreign English teachers, with Korean teachers focusing on grammar and foreign teachers on speaking practice using textbooks. Various types of schools are discussed, including private hagwons, state schools, and immersive English villages. Extracurricular activities like camps are also covered.
This document discusses educational policy, teacher training, and hiring practices related to teaching English in Japanese schools. It notes that both native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in Japan often feel frustrated due to lack of understanding about the school system. The document also outlines the current status of English education in Japanese schools, the credentials required to teach K-12 in Japan, and eligibility requirements for being hired as an assistant language teacher (ALT). It encourages applicants to learn about Japan's educational system and provides recommendations for how to encourage more NNESTs to apply to teach English in Japan.
This document provides information about teaching English in China and Korea, including the economic context, classroom environments, and job placement process. It notes that China and Korea are experiencing economic growth, which is increasing demand for English teachers. Classrooms typically have 20-30 students, and teachers work 25-30 hours per week in the classroom plus additional preparation time. The job application and hiring process usually involves posting resumes on sites like Dave's ESL Cafe, communicating with interested schools, and negotiating contracts that include details about compensation, accommodations, and travel. Teaching English abroad can provide a memorable experience working with students in vibrant Chinese and Korean cultures and economies.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
Overview of teaching english in non english speakingApril Pei
This document provides an overview of teaching English in Korea. It discusses:
- English is typically taught through grammar translation, with Korean teachers presenting grammar and a language lab, while Western teachers focus on textbooks.
- Western teachers give lessons, test grammar and compile reports, while coordinating with Korean teachers.
- Schools include private hagwons, state schools with larger classes and co-teaching, and English villages with interactive role-playing classrooms.
- Additional programs include after-school classes and summer/winter camps focusing on games, art, performances and competitions.
Teaching Nomad is your connection to teaching jobs in China. We have openings for beginner, experienced & professional teachers in every major city. http://www.teachingnomad.com/teaching-in-china
The document provides an overview of Japan's education system from early childhood through university level. It notes that the Ministry of Education oversees education and outlines the main phases: kindergarten/nursery school, elementary school, junior high school, high school, and university. Elementary and junior high education are predominantly public, while high school has both public and private options. The education system places strong emphasis on academics, and parents are highly involved in early childhood learning. English education in particular has grown in importance for career opportunities.
HB English Kindergarten is a proposed English immersion kindergarten in Busan, South Korea. It will provide young students with an exceptional environment to learn English through conversations with native English speaking teachers and classmates. The kindergarten aims to resolve issues with traditional English education in Korea by focusing on speaking skills. It will compete with other English kindergartens in Busan by offering small class sizes, high quality foreign teachers, and a unique curriculum where all activities are conducted entirely in English.
- Studying Japanese (Nihongo) and working in Japan provides career opportunities due to Japan's strong economy and culture.
- Jellyfish Educational Consultancy assists students to study intensive Japanese for 1-2 years in affiliated schools, then work or continue education in Japan.
- Upon completing a program, students can work in Japan, return home with new skills, or pursue further education in renowned Japanese universities.
Mark Anthony Whittington-Buckley has over 30 years of experience in education, social work, and business management. He holds a Masters in Psychology and has taught English in China and Korea. He has also worked as a social worker in the UK and Channel Islands, helping children and adults with special needs. Additionally, he has experience managing businesses and training programs in the UK.
SHORT TERM PRESENTATION revised 04252023.pdfMasashiNakano4
Jellyfish Education Philippines offers short-term study in Japan programs ranging from 1 to 10 weeks. Courses are held 5 days a week and include field trips and cultural activities. Partner schools are located in Kyoto and near Mt. Fuji, providing opportunities to experience traditional Japanese culture and sightsee major cities. Program costs include application and school fees, accommodations, transportation, and estimated personal expenses. A satisfied past student commented on the hands-on support provided by Jellyfish Education in helping realize her dream of studying in Japan.
This document is an application for counselor, junior counselor, and web agent positions at the RCSummer program in 2011. It provides information about the program dates and deadlines, available positions and their responsibilities, and an application requiring personal details and qualifications. If hired, counselors are expected to participate fully in orientation, daily activities, and adhere to responsibilities and rules around behavior, preparation, and participation.
The document summarizes Monol International Education Institute, an English language school located in Baguio City, Philippines. It discusses Monol's origins and growth since 2003, commitment to student satisfaction through flexible payment plans and refund policies, and comprehensive curriculum and extracurricular activities designed for an enriched learning experience. Monol aims to inspire students to be globally competitive while ensuring a safe and fulfilling stay in the Philippines.
https://tienganhtaiphi.com/truong-anh-ngu-monol-baguio/
✈ Vui lòng liên hệ MICE - Du học tiếng Anh tại Philippines:
🏡 Công ty TNHH tư vấn MICE
📱Hotline/Zalo/Viber: 0904 13 74 71
☎️ 028 668 338 18
📧 info@tienganhtaiphi.com
📌 Skype: tienganhtaiphi.com
🖱️ http://cebuenglish.info
🖱️ http://tienganhtaiphi.com
📬 39/15 Đường 102, P. Tăng Nhơn Phú A, Quận 9. TP. HCM
Booklet sawasdee thailand project summer 2015Gigi Su
This document provides information about the Sawasdee Thailand Project organized by AIESEC in Thailand. The project will involve placing international volunteers in rural schools in Thailand for 6 weeks to teach English and share their cultures. It details the timelines, locations, and roles of the volunteers. Volunteers will stay with host families and receive accommodation, meals, and cultural activities. They will teach English conversation classes and help expose students to different cultures. The goal is to provide cross-cultural and language education while developing the volunteers' leadership and teaching skills. Testimonials from past participants emphasize the meaningful experiences of interacting with the local community.
The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.
Similar to Introduction to EPIK and SMOE - Teaching English in South Korea (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Details of EPIK/SMOE Jobs
EPIK/SMOE is the English Program in Korea. They hire for
almost all the public schools in Korea and offer a fantastic
program. Reach to Teach and EPIK/SMOE have had a very
successful partnership for many years now-we provide
EPIK/SMOE hundreds of teachers every year!
EPIK/SMOE teachers get a wonderful and informative training
and introduction to Korean culture, teaching and lesson
preparation. EPIK/SMOE is very supportive of its teachers (as is
Reach To Teach) and offers what is likely the best orientation of
any teaching program in Korea. Each semester they hire hundreds
of teachers for all different cities and provinces in Korea.
Teachers continue to give us very positive comments on the
whole program and their teaching experiences with EPIK/SMOE.
3. Start Dates
● Every year at the end of August and the end of February are
most common. Exact dates vary year to year.
Salary
● Range from 2.0 – 2.7 million KRW/month depending on
experience, qualifications and location (see salary scale
below).
● Airfare reimbursement up to 1.3 million KRW each way.
● 300,000 KRW settlement bonus paid after orientation. This is
to help you settle in, pay for your medical check (about 50-
70,000KRW), and any other incidental costs you may have
when you first arrive.
4. ● Severance pay (equivalent to one month salary) upon
completion of contract.
● 2.0 million KRW renewal bonus (upon completion and
renewal of contract at same school) as well as 2 weeks leave
between contracts.
● Other bonuses for rural provinces and towns as well as
working at multiple schools.
For exact salary information visit the Reach To Teach EPIK
page.
5. Training/Orientation
One full week of training with other EPIK/SMOE teachers as
soon as you arrive:
● Cultural lessons, field trip & basic Korean language classes
● Living in Korea orientation.
● Curriculum, teaching lessons, co-teaching tips, model lesson
demonstrations.
● On-site medical exams.
● Cell phone & bank account set-up.
● Room and board provided for training.
6. The EPIK/SMOE orientation is invaluable. The support and
organization is astounding and the EPIK/SMOE staff are
extremely committed to the teachers and the orientation.
Everything is taken care of from the moment you step off the
plane. You are brought to the orientation, fed, given a bed, meals
for the week and you’ll meet hundreds (yes, hundreds!) of other
teachers just like you starting out on their Korean adventure.
You’ll have a chance to practice planning lessons, teach sample
lessons and get feedback from your peers and the staff. Learn
about Korean culture, language and even get a cell phone and
bank account set up all within the first week!! Afterwards you’ll
be taken directly to your placement, meet your co-teacher and
they will take you to your apartment and show you around the
area and the school.
7. Airfare
● 1.3 million KRW for each entrance and exit allowance (1.3m
KRW for each flight to and from Korea- reimbursed within
first month in Korea).
Vacation
● 18 day’s vacation (split between 8 working days during the
summer break and 10 working days during the winter break).
● 1.3 million KRW for each entrance and exit allowance (1.3m
KRW for each flight to and from Korea- reimbursed within
first month in Korea).
8. Medical Insurance
● 50% monthly medical insurance premiums paid by employer
You will pay 4.48% of your monthly wage as your
contribution to medical insurance. You will then be covered
for basically any health problem in Korea. You can read more
about the National Health Care plan in Korea at http://www.
nhic.or.kr/eng/.
Working Hours
● Monday to Friday. Standard 40 hour work week
● No weekends
● 22 teaching (class) hours/week with the remaining 18 hours a
week for prep and planning
9. Housing
● Always single furnished housing.
● Only married couples can apply for couples housing.
Studio/bachelor style or ‘one room’ apartments are the norm for
teachers. They will have basic furnishings including a bed,
washing machine, TV, table, chairs, cutlery, basic pots and pans
etc...
Housing is up to an individual school (not EPIK/SMOE). Each
school has a budget to find appropriate housing for you.
Sometimes you’ll be moving into a previous teacher's apartment,
sometimes you’ll be the first teacher in the apartment. Schools do
their best to find a good place for you to live. Sometimes that
means you are very close to the school (a short walk away), other
times they will find you an apartment in a more desirable area to
live (compared to where the school is located). This would mean
a little commute to the school by bus, taxi or even bicycle if you
like.
10. Arrival in Korea
EPIK/SMOE and Reach To Teach support continues once you
arrive at the airport. EPIK/SMOE will have a booth at the airport
for you to check in, and Reach To Teach will be there to greet
you in person. EPIK/SMOE will then take you on their chartered
buses to the orientation site (yet to be determined for the next
semester).
Other Advantages of EPIK/SMOE
Teaching in the public school system offers other opportunities
that hagwons (private schools) can’t offer. Public schools have
positions like teacher trainers at training centers, area leaders,
MOE coordinators, orientation lecturers, and more all for native
English teachers. EPIK/SMOE also hires a couple of native
English speakers for their office each year. Working in a public
school also gives you a great advantage in going back to your
home country to teach as well.
11. Cities and Provinces that EPIK/SMOE
Hires Teachers For
Korea is divided into 16 distinct administrative zones. There are 7
Metropolitan cities (with over 1,000,000 residents) and 9
provinces. Each of the metropolitan cities has a Metropolitan
Office of Education (MOE) and each province has a Provincial
Office of Education (POE). The MOE’s and POE’s request
teachers from EPIK/SMOE each semester. From time to time the
MOE’s and POE’s also hire teachers on their own if EPIK/SMOE
either can’t provide them with enough teachers or last minute
positions become open.
(Not all areas are available all the time- popular cities will fill
early. Contact us to see what’s available when you apply).
13. Cities (MOE’s)
Busan – 3.6 million people: Southern Korea. Large port city
with a very metropolitan feel. Very popular with foreigners and
tourists.
Daegu – 2.7 million people: In central Korea- easy access via
high speed train (KTX) to Seoul, Busan and other cities. Great
ex-pat community.
Incheon – 2.6 million people: Just west of Seoul- connected to
Seoul by subway and home to Seoul’s international airport. Fast
growing international city.
Daejeon – 1.4 million people: Central Korea- known as the high-
tech centre of Korea. 1 hour to Seoul and 2 hours to Busan on the
high speed train (KTX).
14. Provinces (POE’s)
(slightly higher base salary)
Gwangju – 1.4 million people: South-western Korea- lots of
history, not far from the highest mountain in South Korea
(Jirisan) and the coast.
Ulsan – 1.0 million people: Southern coastal city. Active foreign
community, growing city.
Seoul – [Limited availability due to budget cutbacks]
Gangwon – Mountainous north eastern province. Home to many
famous mountains for hiking and skiing. Cities include
Chuncheon, Gangneung, Sokcho and others.
Gyeongbuk – Large eastern coastal province. Home to famous
Gyeongju as well as Pohang, Andong, many coastal mountains
and surrounding Daegu.
15. Gyeongnam – Southern coastal with islands- Home to Masan,
Changwon, Jinju and not far from Busan.
Chungbuk – Southeast of Seoul area- Inland/central Korea.
Cheongju is one of the bigger cities.
Chungnam – South of Seoul area- On the western coast of
Korea- surrounding the city of Daejeon and includes Cheonan,
Asan (35 minutes to Seoul on KTX).
Jeonbuk – South-western coastal Korea- Home to some of
Korea’s big mountains and medium sized cities- Jeonju, Gunsan,
Iksan.
Jeonnam – Southern coastal area with many islands and fishing
towns. Home to Mokpo and Yeosu (host of 2012 World Expo).
Jeju – Southern island. Popular vacation destination for domestic
and international tourists.
16. EPIK/SMOE Placements
It’s important to know how placements with EPIK/SMOE work.
When you are offered a position through EPIK/SMOE, you are
invited to submit your documents location preferences noted on
your application form. If there are positions available in your top
choice, your documents will be submitted to that MOE or POE
for approval. If your top choice has been filled, then you will be
submitted to your second choice. It’s important to think about
your choices and be prepared to accept a position in any of them
if needed. The best way to obtain a job in your top choice is to
apply as early as possible and send your completed documents as
soon as possible.
17. Placements within an MOE/POE
When you receive your notice of appointment and official
contract, it will only show a city or a province- not a specific
school or neighborhood. Each of the POE’s and MOE’s will work
to match teachers and schools only once they’ve confirmed most
of their teacher’s complete documents. You will be told of your
placement (within the MOE or POE) on the second to last day of
the orientation when you meet your MOE/POE supervisor. Be
aware that many of the MOE’s (big cities) have large
metropolitan areas that sprawl out beyond the downtown core
areas. This means even if you are offered a position in Busan, it
doesn’t mean you’ll be placed in downtown Busan. You could be
placed on the outskirts (but within the city limits) of Busan (as an
example). You have to be aware of this and accept that this is a
possibility.
18. You will not be able to change schools after you find out your
placement, and you can’t request a specific neighborhood of any
city (unless you’ve got your own apartment in Korea already!).
The same goes for school levels. You can make your request
known of what age level you would prefer to teach (elementary /
middle / high school), however your final placement is up to the
MOE/POE. Sometimes an MOE/POE only has openings in a
certain type of school (all elementary one semester or all middle
school another semester). It just depends on what is available and
what the other applicants request and are qualified for or have
experience with.
19. In the Schools
The Korean government has an initiative to place one native
English speaking teacher in each public school in Korea. There
are over 12,000 public schools in Korea, so this is a very
ambitious task, but the government is moving swiftly to make
this a reality. As an EPIK/SMOE teacher you will be the only
native speaking English teacher in your school. You will be
working closely with a Korean co-teacher who is an English
speaker. English levels vary amongst Korean co-teachers. You
may work with a few co-teachers in one school depending how
big the school is. EPIK/SMOE teachers are called either NET
(Native English Teachers) or GET (Guest English Teachers).
NETs/GETs and Korean teachers are equals in and out of the
classroom. Neither you nor the co-teacher is superior. Your co-
teacher is also your liaison between yourself and the school
administration as well as EPIK/SMOE or the MOE/POE.
20. Dress Code
Teachers are expected to dress in ‘business casual’ for the most
part. Shirts with a collar and respectable pants (not usually jeans).
Each school is different though. The principal will set the
standard, and some will be more casual than others. Be sure to
have some formal clothes as well for special occasions (meeting
your co-teacher and supervisor for the first time etc). The way
you present yourself will reflect the respect you get from the
students. Can’t hurt to dress to impress.
Classes
Classes are typically 25 - 30 students, and their English levels
will vary greatly. You are in the class with a co-teacher at all
times. Classrooms in Korea are likely more technically advanced
than you remember when you were in school. Huge flat screen
TV’s linked to the internet are the norm these days in the
classroom. Make use of multi-media lessons daily if you like with
ease.
21. Apply to EPIK/SMOE Program
1. When applying to the EPIK/SMOE program you can only
submit one application. In other words, you can't apply to the
EPIK/SMOE program through two different recruiters or
agencies. If you do, there is the possibility that EPIK/SMOE will
fail your application.
22. 2. EPIK/SMOE has made some changes as to the requirements
for the program. You now need to have 1 of the following to
qualify for EPIK/SMOE:
● BA degree in Education with a major in Education
● Teaching license in your home country
● TEFL/TESOL/CELTA certificate 100 hours or more (EPIK
will now give preference to applicants who have a 20 hour in-
class component)
● 1 year of full time teaching experience with the TALK
program
*** Applicants who have a BA in any other discipline must have a
TEFL/TESOL/CELTA certificate 100+ hours to be eligible for the program.
23. 3. The Korean government requires you to get an FBI
background check or CRC in your home country in order for
them to issue you a visa. If you have ever been arrested or
charged with a crime this will more than likely disqualify your
application. You will need to have the charge expunged,
otherwise you will not be issued a visa to teach in Korea.
4. For all of the applicants that will be graduating from
university, it is very important that you know when your
university will issue you your diploma. Some universities will
issue it on graduation day, but some will send it to you in the mail
up to two months after you graduate. You need to check with the
registrar's office at your university on the exact date you will
receive your diploma.
24. 5. The EPIK/SMOE application process is long and time
sensitive. You need to pay very close attention to the dates given
to you during the process. EPIK/SMOE works on a first come
first served basis based solely on when you are able to send all of
your documentation to them. You will be provided with all of the
information you’ll need along the way, but you need to be able to
commit to the process.
6. EPIK/SMOE is no longer accepting joint applicants who are
not married. If you are applying with a friend or girlfriend or
boyfriend, you must apply separately. There is still a chance that
you may be placed close to each other, but EPIK/SMOE will no
longer guarantee this unless you're married to you joint applicant.