This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
INTRODUCTION TO ENGLISH LANGUAGE TEACHING NEW.pptxPola67
English Language Teaching (ELT) encompasses the pedagogical practices related to teaching English as a second or foreign language. It involves a range of teaching-learning methods and assessment procedures tailored to the specific needs and proficiency levels of learners. ELT aims to develop learners' language skills, including speaking, listening, reading, and writing, as well as their cultural awareness and communicative competence.
This document discusses strategies for teaching grammar and vocabulary. It addresses teaching grammar directly and indirectly, connecting grammar to communication goals, and using examples to teach grammar points. It also discusses assessing grammar proficiency through authentic tasks. For vocabulary, the document outlines components of effective instruction, including wide reading, direct word instruction, and teaching word learning strategies. Both grammar and vocabulary are best taught using a variety of direct and indirect methods.
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Strategies and activities for english language learnersCandisJackson1
This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.
1) The document describes a teacher training workshop that was conducted to introduce 77 English teachers to an enrichment program for language learning.
2) The workshop covered theoretical background on language teaching approaches and provided teachers hands-on experience with in-class and out-of-class activities for the enrichment program.
3) The goal of the enrichment program and teacher training was to help teachers develop ways to motivate student language learning both for exams and lifelong skills by integrating fun activities into the curriculum.
The students language_learning_strategies_in_readsuyansah
This document discusses language learning strategies used by English Department students at Bung Hatta University in Indonesia. It finds that the students have a limited range of strategies and medium strategy use, especially in reading and speaking. The document outlines different classifications of learning strategies, including cognitive, metacognitive, social, and communication strategies. It also discusses factors that influence strategy choice, such as motivation, gender, cultural background, and task type. The document concludes that students would benefit from applying a wider variety of strategies and receiving more training from teachers in strategic learning.
INTRODUCTION TO ENGLISH LANGUAGE TEACHING NEW.pptxPola67
English Language Teaching (ELT) encompasses the pedagogical practices related to teaching English as a second or foreign language. It involves a range of teaching-learning methods and assessment procedures tailored to the specific needs and proficiency levels of learners. ELT aims to develop learners' language skills, including speaking, listening, reading, and writing, as well as their cultural awareness and communicative competence.
This document discusses strategies for teaching grammar and vocabulary. It addresses teaching grammar directly and indirectly, connecting grammar to communication goals, and using examples to teach grammar points. It also discusses assessing grammar proficiency through authentic tasks. For vocabulary, the document outlines components of effective instruction, including wide reading, direct word instruction, and teaching word learning strategies. Both grammar and vocabulary are best taught using a variety of direct and indirect methods.
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Strategies and activities for english language learnersCandisJackson1
This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.
1) The document describes a teacher training workshop that was conducted to introduce 77 English teachers to an enrichment program for language learning.
2) The workshop covered theoretical background on language teaching approaches and provided teachers hands-on experience with in-class and out-of-class activities for the enrichment program.
3) The goal of the enrichment program and teacher training was to help teachers develop ways to motivate student language learning both for exams and lifelong skills by integrating fun activities into the curriculum.
The students language_learning_strategies_in_readsuyansah
This document discusses language learning strategies used by English Department students at Bung Hatta University in Indonesia. It finds that the students have a limited range of strategies and medium strategy use, especially in reading and speaking. The document outlines different classifications of learning strategies, including cognitive, metacognitive, social, and communication strategies. It also discusses factors that influence strategy choice, such as motivation, gender, cultural background, and task type. The document concludes that students would benefit from applying a wider variety of strategies and receiving more training from teachers in strategic learning.
The students language_learning_strategies_in_readWardaDin1
This document discusses language learning strategies used by English Department students at a university in Indonesia. It finds that the students have a medium level of strategy use for speaking and reading in English. The document provides context on language learning strategies and defines them as specific actions, behaviors or techniques used consciously by learners. It also discusses characteristics of good language learners, including finding their own learning methods and using strategies for form, meaning, active involvement, metacognition, flexibility and confidence. The study aims to identify the types of strategies used by these students for speaking and reading in English.
This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
The oral production requires students to define, explain, ask questions, give examples, and answer questions in ways similar to what we may encounter when speaking and listening to English in the real world, require students to speak spontaneously, rather than reciting a prepared speech.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
This document discusses six different teaching methods: 1) Grammatical Translation Method, 2) Direct Method, 3) Audio Lingual Method, 4) Task-Based Learning, 5) Communicative Approach, and 6) Total Physical Response. For each method, the document outlines the key characteristics and focuses, such as an emphasis on grammar rules, oral communication, repetition and drilling, completing meaningful tasks, genuine student interaction, and coordinating speech with physical activities. The purpose of the document is to define and compare different approaches to language instruction.
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
The document discusses teaching speaking skills and the Communicative Language Teaching (CLT) method. It states that traditionally, speaking skills have been undervalued and taught through passive methods, negatively impacting students' English competence and enjoyment. The CLT method aims to address these issues by creating meaningful, interactive activities to develop students' communicative abilities. Role-play is identified as an effective technique within the CLT method by allowing students to use English in realistic scenarios. The study aims to determine if using the CLT method, specifically role-play, improves the speaking skills of eighth grade students.
The document discusses key concepts in language teaching methodology including approaches, methods, procedures and techniques. It provides definitions and examples of each. An approach is a set of assumptions about language and language learning. A method is the practical realization of an approach through various procedures and techniques. A procedure is an ordered sequence of techniques, while a technique refers to a single activity. Different language teaching methods like grammar translation, direct, audio-lingual and communicative language teaching are described in terms of their principles, techniques and roles of teachers and learners.
The document discusses the key principles of effective language lessons according to authors Jack C. Richards and David Bohlke. It outlines that effective lessons should reflect high professional standards, sound principles of language teaching based on specialized knowledge, and address meaningful learning outcomes. Richards and Bohlke are experts in English language teaching who have authored many textbooks and books for teachers. Their work examines the characteristics of expert teaching and how to create effective student-centered lessons.
The document discusses challenges teachers face in assessing students' oral language abilities and provides guidance on how to do so effectively. It notes that teachers must make time for assessment, select appropriate activities, and determine evaluation criteria. When assessing English learners, it is important to consider a student's ability to communicate for both basic and academic purposes. The document recommends focusing assessment on a student's capacity to interpret and convey meaning in authentic interactive contexts. It provides steps for effective oral language assessment, including identifying the assessment purpose, planning, developing rubrics, and setting standards.
Seven twenty first century approaches to language teachingedac4co
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
The document discusses various methods for teaching grammar, including the deductive and inductive approaches. It also discusses the importance of balancing accuracy and fluency when practicing grammar through controlled, semi-controlled, and freer exercises. Finally, it explains the common PPP framework for presenting new grammar, which includes the stages of presentation, practice, and production.
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...Justin Knight
The document summarizes a classroom action research project that aimed to improve students' English speaking skills through using information gap activities. Over three cycles, the researcher implemented information gap techniques in their lessons, observed students, administered tests and questionnaires. They found that using these activities was effective, as seen by rising test scores after each cycle and positive student feedback. Students' speaking abilities and engagement improved as they had to discuss topics where their partner had different information.
The document describes an effective language lesson as one that:
1) Reflects high professional standards and principles of language teaching.
2) Addresses meaningful learning outcomes that can be assessed.
3) Provides opportunities for learners to practice using language in a meaningful way through activities like pair and group work.
4) Is effectively managed through procedures that create a positive learning environment.
5) Consists of a coherent sequence of learning activities that link together to achieve the lesson goals.
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking AbilityIjcmsdrJournal
The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The students language_learning_strategies_in_readWardaDin1
This document discusses language learning strategies used by English Department students at a university in Indonesia. It finds that the students have a medium level of strategy use for speaking and reading in English. The document provides context on language learning strategies and defines them as specific actions, behaviors or techniques used consciously by learners. It also discusses characteristics of good language learners, including finding their own learning methods and using strategies for form, meaning, active involvement, metacognition, flexibility and confidence. The study aims to identify the types of strategies used by these students for speaking and reading in English.
This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
The oral production requires students to define, explain, ask questions, give examples, and answer questions in ways similar to what we may encounter when speaking and listening to English in the real world, require students to speak spontaneously, rather than reciting a prepared speech.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
This document discusses six different teaching methods: 1) Grammatical Translation Method, 2) Direct Method, 3) Audio Lingual Method, 4) Task-Based Learning, 5) Communicative Approach, and 6) Total Physical Response. For each method, the document outlines the key characteristics and focuses, such as an emphasis on grammar rules, oral communication, repetition and drilling, completing meaningful tasks, genuine student interaction, and coordinating speech with physical activities. The purpose of the document is to define and compare different approaches to language instruction.
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
The document discusses teaching speaking skills and the Communicative Language Teaching (CLT) method. It states that traditionally, speaking skills have been undervalued and taught through passive methods, negatively impacting students' English competence and enjoyment. The CLT method aims to address these issues by creating meaningful, interactive activities to develop students' communicative abilities. Role-play is identified as an effective technique within the CLT method by allowing students to use English in realistic scenarios. The study aims to determine if using the CLT method, specifically role-play, improves the speaking skills of eighth grade students.
The document discusses key concepts in language teaching methodology including approaches, methods, procedures and techniques. It provides definitions and examples of each. An approach is a set of assumptions about language and language learning. A method is the practical realization of an approach through various procedures and techniques. A procedure is an ordered sequence of techniques, while a technique refers to a single activity. Different language teaching methods like grammar translation, direct, audio-lingual and communicative language teaching are described in terms of their principles, techniques and roles of teachers and learners.
The document discusses the key principles of effective language lessons according to authors Jack C. Richards and David Bohlke. It outlines that effective lessons should reflect high professional standards, sound principles of language teaching based on specialized knowledge, and address meaningful learning outcomes. Richards and Bohlke are experts in English language teaching who have authored many textbooks and books for teachers. Their work examines the characteristics of expert teaching and how to create effective student-centered lessons.
The document discusses challenges teachers face in assessing students' oral language abilities and provides guidance on how to do so effectively. It notes that teachers must make time for assessment, select appropriate activities, and determine evaluation criteria. When assessing English learners, it is important to consider a student's ability to communicate for both basic and academic purposes. The document recommends focusing assessment on a student's capacity to interpret and convey meaning in authentic interactive contexts. It provides steps for effective oral language assessment, including identifying the assessment purpose, planning, developing rubrics, and setting standards.
Seven twenty first century approaches to language teachingedac4co
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
The document discusses various methods for teaching grammar, including the deductive and inductive approaches. It also discusses the importance of balancing accuracy and fluency when practicing grammar through controlled, semi-controlled, and freer exercises. Finally, it explains the common PPP framework for presenting new grammar, which includes the stages of presentation, practice, and production.
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...Justin Knight
The document summarizes a classroom action research project that aimed to improve students' English speaking skills through using information gap activities. Over three cycles, the researcher implemented information gap techniques in their lessons, observed students, administered tests and questionnaires. They found that using these activities was effective, as seen by rising test scores after each cycle and positive student feedback. Students' speaking abilities and engagement improved as they had to discuss topics where their partner had different information.
The document describes an effective language lesson as one that:
1) Reflects high professional standards and principles of language teaching.
2) Addresses meaningful learning outcomes that can be assessed.
3) Provides opportunities for learners to practice using language in a meaningful way through activities like pair and group work.
4) Is effectively managed through procedures that create a positive learning environment.
5) Consists of a coherent sequence of learning activities that link together to achieve the lesson goals.
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking AbilityIjcmsdrJournal
The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Every subject teacher must have a clear idea of the subject he/she
is handling. It must not only border on factual level, but must also
represent an overview of what the subject is all about. This applies
too for any language teacher who must always remember how
essential the varied teaching approaches are in teaching. The use of
the different approaches is for effective language acquisition and
learning to take place.
Hence, it is suggested that language teachers try their best to
subscribe to the following strategies that will better meet the needs
of all students especially language learners (Allison et al, 2011)
Learning Strategies in Language Teaching
3. 1. Create a supportive and welcoming learning environment.
Language teachers ought to create a learning environment that is
emotionally and psychologically safe since language learners are very
sensitive to classroom setting (Curtin, 2009). All teachers must stretch
their understanding since it takes many years for any student to be
proficient academically in a second language and trial and error is part
of learning a new language (Carrier, 2005; Krasher, 1996).
Learning Strategies in Language Teaching
4. 2. Implementing effective teaching strategies specifically the following:
2.1. Interactive Teaching. Involves in pairs, small groups, and on
activities that involve the entire class. Why is this an effective teaching
strategy? This provides many opportunities for discussion, dialog, and
communication that allows the use of English within the context of the
subject matter. As backed up by research, it is interesting to note that
students who are encouraged to speak and interact with their peers
develop their academic language faster and the earlier language
learners begin speaking in the classroom, the better their language
development (Curtin, 2002, 2009).
Learning Strategies in Language Teaching
5. Learning Strategies in Language Teaching
2.2 Cooperative Learning. This is found to be particularly beneficial for
language learners. As they are given opportunities to practice English
and improve communication skills while building relationships with peers
(Johnson & Johnson, 1990). In addition, cooperative learning can be
further implemented in the classroom using learning strategies as
jigsaw, numbered heads together, and Round Robin, all of which
promote interaction and enhance language skills.
2.3. Hands-on learning experiences like educational games, multimedia,
computer-assisted learning are commendable since active engagement
on the part of the learners are encouraged.
6. Learning Strategies in Language Teaching
3. Provide challenging lessons that reflect high expectations.
The students who cannot communicate effectively via the English
language must be challenged constantly and be given the support they
need (Echevarria. Vogt, & Short, 2004) Lessons must be modified
according to the needs of the entire class, instead of developing
separate lessons that often put a dividing line between the English
speakers and non-English ones. By these, teachers can provide a wide
array of opportunities for English learners to be successful and become
capable learners (Carrier, 2005).
7. Learning Strategies in Language Teaching
4. Communicate with parents and engage in their children's
education. Language teaching and learning could be facilitated by
collaborating with parents in order to better understand the
students' language and culture. Necessary adjustments can be
made in order to fill the vacuum left by parents' in monitoring their
children's progress in language learning. A better way to
accomplish this is through home visits that will sort of reveal the
prevailing atmosphere at home that blocks the learner's facility in
learning the language.
8. Learning Strategies in Language Teaching
Gestures and Visual Cues. Gestures and movements are "silent
languages" which when maximized by a conscientious language
teachers will be effective enough to help the students learn effectively
the English language. To illustrate, the following can be models to
emulate in language teaching:
a. Pointing to a particular playground while saying the words or
requesting the students to line up to go to the playground reinforces what
instruction is given.
b. Thumbs up or thumbs-down gesture is a way of accentuating an
activity performed well or not performed better.
9. Learning Strategies in Language Teaching
c. Physical gestures paired with language through songs, poems and
chants to teach vocabulary, including body parts and positional
concepts. In this way learners are helped to "establish connections"
between the language and the concrete actions or objects.
d. Total physical response (TPR) is the incorporation of physical
gestores which creates positive experiences among the learners. This is
a famous technique in the field of Teaching english as a second
language involving the active participation of students who are just
learning novel action words by closely observing and imitating what the
teacher demonstrates.
10. Assessments as Applied to Language Teaching
Language teachers are accountable for the progress of their students. This
is a big challenge on their part but to meet this challenge, the following
significant suggestions on assessing their learners
performance are worth trying:
Assessment should be on a continuous basis that mirrors the
instructional objectives and learning contents for the day's lesson.
Assessment should lessen the burden of communication placed on
language learners through the use of varied options and formats that
allow the students to express their knowledge and understanding in
nonlinguistic ways.
11. The learning styles of students are to be highly considered when
developing assessment for English learners.
Performance assessments are commendable for English learners as
it entails less language intensive and provides opportunities for
learner to express their understandings of academic content in varied
ways.
Progress in mastery of English skills can be evidently assessed in the
making of Portfolios, which are authentic means through which the
learners can apply their language mastery.
Assessments as Applied to Language Teaching
12. Assessment of Learning: An Overview
Assessment of learning refers to those assessments that happen
after learning has occurred to determine whether learning has
happened (Balhaman, 1990). This definition of assessment can
include events, tools, processes, and decision, which are
fundamental to language classroom assessment (Taylor & Nolem,
2008).
This is a form of diagnostic assessment using validated
assessment tools to enable a teacher monitor the progress of
instructions in a certain area of language instructions.
13. Monitoring students' progress can help teachers
identify language areas needing early intervention. The
assessment tools should be monitoring progress tools
according to need level. Whet assessing, assessment
should be focused on specific areas of instruction To
assess, assessment tools should cover specific areas
of development or development of specific skills.
Assessment of Learning: An Overview
14. Some Common Types of Test
Achievement Test seeks to provide information about students'
knowledge in various areas afte specific lesson have been covered. It
may range from short quizzes to periodic examination covering the
content of the course.
Proficiency Test is administered to measure the ability of a larger to
function using the target language (TL). The purpose of this
assessment is to determine how well the learner uses the language in
real-life situations. Proficiency tests are given to test a learner's
language competence.
15. Performance Test is given to assess the
ability of a second language learner to
perform a special task, whether a learner
can perform a carefully designed set of
skills required to carry out a given job.
Some Common Types of Test
16. Assessment Techniques for Higher Grade
John B. Caroll (Wikepedia) a psychologist and educational linguist
developed a theory using aptitude as a variable in measuring learning
in language. They are Phonetic Coding Ability and Grammatical
Sensitivity Test.
Phonetic Coding Ability. This refers to the ability of a learner to
perceive and remember speci sounds that are associated with
standard symbols like the IPA symbols as guide to correct soun
production.
17. Assessment Techniques for Higher Grade
Grammatical Sensitivity Test. Grammatical Sensitivity
was defined as getting over 65% of correct answers in
the test according to researcher's choice. In this type of
test, the examinee has to decide which of the
underlined words of the second sentence has the same
function as the underlined words in the first sentence.