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This document discusses using mobile devices to enhance student learning experiences through collaborative tasks and traditional coursework. It acknowledges that while mobile learning has the potential to revolutionize education, widespread changes may not happen quickly as new approaches often face resistance initially. The document advocates adapting instruction to students' cultural backgrounds and designing well-defined, objective speaking assessments on mobile devices to address issues in Asian English language classrooms. Overall, it presents mobile collaborative tasks as a way to consolidate learning while freeing teachers for more feedback.
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Assessment for Learning Who learns what and how? Presentation given by Kristine Horan, Supai Zhao and Pamela Burns at AFMLTA conference Sydney 2009
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This document discusses blended learning and personalized education. It defines blended learning as combining online and face-to-face learning to personalize instruction for students. Blended learning transforms traditional classrooms by allowing more flexible pacing and differentiated instruction. However, simply adding online elements does not constitute blended learning; the instructional design must optimize personalized learning. Successful blended models provide individual student profiles, immediate support for struggling students, and multiple pathways to success.
Flippin gthe classroom using mobile technology - #PedagooLondon2015 presentation
This document discusses flipped learning and mobile learning. It defines flipped learning as assigning learning as homework and applying the learning in class under teacher guidance. Mobile learning extends the classroom and engages students through accessibility, motivation, and personalized learning. Challenges include student disengagement, lack of access, and ensuring students complete the independent learning. The document recommends tools like Evernote, Google Docs, and Socrative to support flipped learning and assessment for learning.
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This document discusses blended learning and personalized education. It defines blended learning as combining online and face-to-face learning to create personalized learning opportunities for students. Blended learning transforms traditional classrooms by allowing flexible pacing, differentiated instruction, and anytime learning. Critical factors for successful personalized small schools include clear missions, committed teachers, and deeper student-teacher relationships. While inspiring, success stories alone provide an incomplete picture, and not all subjects are equally suited to online components of blended learning like theatre. A balanced, personalized approach is ideal but developing the right mix takes effort and consideration of each student's needs.
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A developmental framework for teacher adoption of interactive technologies in...
PL-CALL keynote on study of IWB-mediated EFL teaching in France. Analysis of video, questionnaire, and interview data allow an exploration of a) teachers’ IWB use in terms of IWB features and teaching objectives, b) their choices with respect to the design and implementation of learning activities, c) their self-efficacy beliefs with respect to the IWB and ICT in general, and d) their orientation to professional development in language teaching with this tool. Through a mixed-methods approach combining quantitative and qualitative analyses, a number of teacher profiles emerge, revealing differential exploitation of IWB affordances in relation with differing beliefs, goals, and competences. The patterns of technology integration shown by teachers in the various school contexts investigated offer a starting point for a developmental framework to account for the evolution of teaching practices as teachers acquire techno-pedagogical competences (Guichon & Hauck, 2012). They also suggest a pressing need for more pedagogically oriented support to enable teachers to adopt interactive technologies efficiently and effectively.
Learning for new first year MBBS nov 18, 2014 2
General basics of Medical Education. Whole presentation was not used. But being uploaded to facilitate your targeted audience.
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What i did on my summer vacation-Common Core Etc
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Field obspp
This document summarizes Mrs. DuBois's 1st grade classroom activities and teaching philosophy. It includes details about her classroom rules, lesson plans covering subjects like reading, writing, math, science, and social studies. It also describes some of her teaching strategies, like using the reading area to discuss graphs, displaying student work and educational posters on the walls. The final section includes a summarized interview with Mrs. DuBois where she discusses her philosophy of focusing on student development, using classroom management strategies like conscious discipline, making accommodations for student diversity, and using technology like Brain Pop Jr. and a Smart Board. She advises future teachers to be passionate and not lose sight of why they wanted to teach.
Capstone Example (Smiles)
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
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Sem9
1. The document discusses theories about what enabled humans to evolve abilities for cooperation, communication, and culture that surpass other animals.
2. A key point made is that cooking food may have played a major role by providing more nutrition in a form requiring less chewing, freeing up time and enabling changes like smaller guts and larger brains.
3. However, some argue that cooperation and basic communication abilities likely evolved earlier, enabling behaviors like hunting and tool-making that then drove further anatomical and cognitive changes over many generations.
Sem8
1) The document discusses differing theories on what makes humans unique from animals and when key human abilities like language emerged.
2) One view is that grammar and language abilities suddenly appeared in humans 50,000 years ago for no reason, through random mutation.
3) However, Mike argues that culture and cooperation were developing over millions of years prior, allowing humans to work together and see from others' perspectives.
Sem7
This document discusses the origins and nature of human language. It describes how the Pirahã tribe's unusual language challenged the view that all languages are fundamentally the same. The story of linguist Dan Everett, who lived with and studied the Pirahã people, suggests that their language lacks concepts like numbers and past/future tenses. Everett concluded that language may have emerged from early human species like Homo erectus using symbolic communication through gestures and sounds, contradicting the view that all languages share a universal grammar.
Sem6 up
The document discusses the origins and nature of language. It explores the relationship between words, grammar, meaning, and thinking. A key point is that Noam Chomsky argues that grammar was present in the human brain before the first words or pictures, and that grammar was necessary for true thinking. The document also examines how the basic concept of "merging" or combining elements is crucial to language and allowed early humans to develop more advanced cognitive abilities.
Sem2 oct42019
The document discusses semantics in linguistics. It explains that semantics is the study of meaning and is a fundamental part of language. Semantics involves analyzing how meaning is derived from words, phrases, grammar, context and other linguistic elements. It also explores how meaning can change over time based on historical and social factors. Overall, the document emphasizes that semantics and the struggle to understand meaning are at the core of language and language learning.
Test Review
The document discusses the components of meaning for words, including phonology, syntax, category, valency, semantics, and frames. It uses the word "horse" as an example, breaking down its phonology (/hɔːs/), syntactic category (noun), valency (determiner), semantic index (X), and frames (<Horse-Frame, Entity X>). The high-level summary is that the document outlines the linguistic components that define a word's meaning, using the word "horse" to demonstrate this breakdown.
Predicate calculus up
This document provides an introduction to propositional and predicate logic by presenting examples of their use in representing linguistic statements and relationships. It discusses how predicate logic uses predicates and quantifiers to represent internal structures and relationships between entities. It also explains how propositional logic and quantifiers can be used to model relationships between sets and make claims about existence and universality. The document suggests that while logic is important in linguistics and computer science, it may not fully capture how humans understand and use language.
Predicate calculus
This document provides an introduction to propositional and predicate logic, including examples of how they can be used to represent linguistic statements in a formal, computable way. Some key points covered include:
- Propositional logic uses simple statements connected with logical operators like "if-then", while predicate logic introduces predicates and variables to represent internal structures.
- Examples show how predicate logic can represent statements about individuals and their properties or relationships using predicates, variables, and quantifiers.
- While logic provides a useful formalism for linguistics and computer science, some argue it may not accurately capture how humans naturally understand and use language. Modern linguistics also explores how language relates to other aspects of human cognition beyond logical representations.
Sentence sem1update
This document discusses sentence semantics and propositional logic. It introduces basic concepts like predicates, arguments, propositions, logical connectives, and quantifiers. Predicates represent relationships between entities, and can take 1, 2, or more arguments. Propositions assign truth values (true/false) to simple statements with no internal structure. Logical connectives like "if...then" and "and" represent logical relationships between propositions. Quantifiers like "all" and "some" indicate whether a predicate applies to all or some members of a set. The document uses many examples to illustrate these logical terms and how they can be used to simplify natural language statements.
Sem6 up
The document discusses language as creation. It provides examples from Hindu myths, the Bible, and Harry Potter that describe words creating entities like the earth, sky, light through speech acts. It also discusses how words can create individuals, objects, situations, and principles. The document questions whether words can truly be considered acts of creation and ponders how language works at a basic level.
Sem6
The document discusses different views on how language can be seen as a form of creation. It provides examples from Hindu myths, the Bible, and fictional statements to illustrate this. Words and sentences are not just symbols but can be considered as creating or representing actual things, individuals, actions, or situations in the mind of the listener or reader. There is a debate around whether and how precisely a word or phrase can be thought of as an object or event in itself.
Sem5
An introduction to information and semantics in linguistics. Constructing a simple model of language.
Sem3
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Sem4
The document discusses several key concepts in semantics including:
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- Nouns have an identity index that specifies person, number, and gender. Verbs have a situation index rather than an entity.
- Word meaning is also defined through semantic frames which represent all the aspects and attributes associated with the word's concept.
- Different word categories like nouns and verbs have different types of semantic information that define their meaning including identity/situation indexes and the frames that are part of their concept.
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The document discusses bare phrase structure and how sentences are analyzed in this framework. It shows that a sentence consists of a verb phrase with an empty valence list, and phrases are built up recursively from lexical items through mergers governed by syntactic rules. Examples of English and Japanese phrases and sentences are broken down into their constituent parts to illustrate bare phrase structure.
Bare phrase structure
The document discusses the principles of bare phrase structure and X-Bar Theory in syntax. It introduces basic syntactic categories and structures like noun phrases, verb phrases, and prepositional phrases. Examples are provided in English and Japanese to illustrate how different languages construct phrases under the same bare phrase structure. The document also includes quiz examples for the reader to practice analyzing phrases based on these syntactic principles.
65 86 ling3
The document discusses the history and debates around linguistic theories from the 1960s-1980s. It describes how Chomsky's theory of universal grammar was initially challenged by theorists like George Lakoff who argued meaning was more important than syntax. It then explains how Chomsky's theory of movement and extra syntactic structures like X-bar theory emerged to account for linguistic phenomena. In the 1990s, Chomsky introduced Minimalism which aimed to simplify theories by reducing unnecessary movement and structure.
Phrase Structure Rules from 57
A quick look at the history of linguistics and how we got too focused on grammar as we tried to find universal rules.
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This document discusses the ideas of linguist Noam Chomsky and debates around his theory of Universal Grammar. It introduces concepts like merge and recursion, and questions whether these are uniquely features of human language or found in other domains as well. While Chomsky argued language abilities are hardwired, others believe language is more like ordinary thinking and that merge and recursion may appear in other areas like mathematics, nature, or animal communication. The document acknowledges there are different views and that ultimately, more research is needed to fully understand these complex issues.
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The document discusses the concept of infinite creativity in language and recursion. It explores the idea that language rules allow for an infinite number of sentences to be generated through recursive embedding of phrases. While this ability seems infinite, the document notes that in practice recursion becomes difficult beyond a certain point due to issues like boredom, confusion or lack of meaning. It then discusses how generative grammar approaches like those of Chomsky analyze the deep structure of language in the brain using rules of syntax, metaphor, and the merging and embedding of phrases. The history of these ideas is traced back thousands of years, but significant modern work began in the 1960s, though many open questions still remain about concepts like Universal Grammar.
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Jacet
- 1. Blending mobile device- mediated collaborative tasks for oral production with traditional coursework.
- 6. Discovered the cause of child-bed fever
- 8. Died in a mental institution
- 9. …. of an infection similar to childbed fever
- 10. The tendency to ignore or reject new ways of doing things
- 11. Don’t expect people to change too quickly
- 12. Guy Cook
- 13. Tool use is often ignored
- 14. Tool use is often mocked
- 15. Waiting for statistical proof of the obvious
- 16. Don’t expect things to change quickly
- 17. Mobile learning
- 18. Revolutionary enhancement of student experience
- 19. But don’t expect quick changes
- 20. fujisantrip.com
- 22. Good “face to face” communication
- 23. • Compared with …?
- 25. In the EFL classroom
- 27. Waiting for students to change
- 28. Don’t give up
- 29. Keep doing what you’re doing
- 30. Actually, students aren’t going to change
- 31. YOU have to adapt to the culture
- 32. • Cultural studies suggest Asian students 1. Are more focused on collectivist motivation 2. Are more focused on grades 3. Are less focused on self-actualization 4. So …?
- 33. • Probably … • Well-defined speaking tasks • Objectively assessed • … will deal with the problem
- 34. The tasks are collectivist in nature
- 35. • ELT remains hostile to “cultural” explanations although … • People generally agree that Asians have higher educational standards/expectations than westerners • Sociocultural theory has become important in ELT • Sociocultural ELT and cultural-historical psychology are part of the same field!
- 36. Mobile assessment • Feeds into collectivist achievement motivation • Frees the teacher to monitor • Frees the teacher to provide feedback • Students do not resent machine assessment
- 37. Mobile collaborative speaking tasks • Can prepare students for a “lecture” phase • Can consolidate material already presented • Can present vocabulary • Can practice grammar • Can target vocabulary and grammar very precisely • Can lead into free-form tasks
- 38. fujisantrip.com
- 41. Stuff like this
- 42. Traditional reading based stuff
- 43. Some listening plus traditional quiz
- 44. So what?
- 45. Pairs page
- 46. Partner A
- 47. Partner B
- 48. Check the same ones
- 49. Well done!
- 50. Never mind
- 51. Gap-filling A
- 52. Gap-filling B
- 53. HINT
- 54. Pictures A
- 55. Pictures B
- 56. Local A
- 57. Local B
- 58. The Back End
- 60. Anyone can do it
- 61. I used to do all my own coding! www.mfi.or.jp/taki
- 63. Wordpress can be optimized for mobile devices
- 64. And it’s dead easy
- 65. • You can devise more innovative tasks • But the important things are that you can … • Distribute information • Automatically assess • Spend more time on monitoring and feedback • Customize for courses or classes • Precisely target vocabulary and grammar
- 66. It’s easy so it will usher in a revolution
- 67. But don’t forget Dr. Semmelweis