The document discusses the Common European Framework of Reference for Languages (CEFR), which provides a common basis for describing language learning, teaching, and assessment. It describes the CEFR's global scale of language proficiency levels from A1 to C2. Teachers can use "can do" statements from the CEFR to evaluate students' skills and design lessons. The CEFR also breaks down language skills into detailed descriptive scales to aid self-assessment, curriculum design, and defining content for each proficiency level. Using the CEFR allows teachers and learners to track progress toward specific goals. It provides an estimated number of teaching hours typically needed to achieve each level of proficiency.
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
This presentation was given on Methodology Day on 18 April 2014 by Tatiana Polovinkina.
"A Chinese proverb says, “When the winds of change blow, some people build walls and others build windmills”. Yes, there have been more updates to one of the most popular exams but there is no need to panic; in fact, there are all the reasons to be enthusiastic and embrace this change. In our session we will
* analyse the update to Cambridge English: First and First for Schools for 2015 providing a brief rationale for the revision
* outline the new structure of the exam, focusing on the papers that have undergone the biggest change
* highlight continuity and teaching implications.
We will also discuss whether/how we may need to adjust our teaching to meet the new exam specifications and ensure our students’ success in the exam."
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
This presentation was given on Methodology Day on 18 April 2014 by Tatiana Polovinkina.
"A Chinese proverb says, “When the winds of change blow, some people build walls and others build windmills”. Yes, there have been more updates to one of the most popular exams but there is no need to panic; in fact, there are all the reasons to be enthusiastic and embrace this change. In our session we will
* analyse the update to Cambridge English: First and First for Schools for 2015 providing a brief rationale for the revision
* outline the new structure of the exam, focusing on the papers that have undergone the biggest change
* highlight continuity and teaching implications.
We will also discuss whether/how we may need to adjust our teaching to meet the new exam specifications and ensure our students’ success in the exam."
Free Webinar for California Educators: Collaborating for Success Ellevation Education
Ellevation webinar focused on how educators of English Learners can collaborate effectively with classroom teachers to improve learning outcomes for ELs. Hosted by Jordan Meranus of Ellevation and Diane Staehr Fenner of DSF Consulting.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
The presentation summarises the key recommendations from Rose and endorses the ‘Simple View of Reading' as the preferred approach to the teaching of phonics and early reading. The presentation is explicit about the implications for teacher training in schools and other settings. It establishes the expectation that trainees should be taught that word recognition and comprehension should be regarded as separate dimensions of reading. By inference, the ‘Simple View of Reading' is thus regarded as part of the subject knowledge base required in order for trainees to meet the requirements of QTS Standard 14.http://www.ttrb.ac.uk/ViewArticle2.aspx?contentId=15421
Curso orientado a promover capacidades investigativas para la investigación acción en estudiantes de pedagogia en ingles.
8vo semestre / 2014
Profs: Carmen Cecilia Montes y Mauricio Miraglia
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
CHAPTER 6 Curriculum Aims and Outcomes.pptVATHVARY
Define what curriculum aims of the curriculum are and how they guide the development of educational programs.
Differentiate between various types of curriculum objectives, such as cognitive, affective, and psychomotor objectives.
Assess how well curriculum's aims align with the specific objectives set for a particular educational program.
Demonstrate the practical application of curriculum aims and objectives in designing, implementing, and evaluating educational curricula.
Reporting progress and achievement for English Language LearnersLearning Media, NZ
This presentation was prepared for the Learning Media National Seminar (April 2010). It explains how to report against the National Standards (in New Zealand) for English Language Learners' progress.
(c) Learning Media Ltd. (NZ)
This power point mentions some points about Curriculum 2013 and CEFR, and their relation with media development. hopefully, it will be useful for anyone ^_^
Why are Assessments in Indonesia are directed to the Higher Order Thinking Skills (HOTS)?
First: Internal & External Challenge
Internal Challenge:
8 (eight) National Education Standards including management standards, cost standards, infrastructure standards, educator standards and education personnel, content standards, process standards, assessment standards, and graduate competency standards.
External Challenge:
Environment, Technology and Information, Creative Industries and International Education Development...etc
The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
5. A little history
The CEFR was drafted by the Council of Europe in
1990 as part of a broader effort to promote
cooperation among language teachers in all
countries in Europe. The Council of Europe also
wants to increase the clarity for entrepreneurs and
educational institutions that require the language
skills of prospective employees / students. This
framework for use in teaching and assessment.
Goes to “Can do” statements”. OMG! What is
that???
By: Puspita. W (Pps UNY 2017 ; Class A)
6. “Can do” statements
The “can do”statements are always positive: they describe what a learner
is able to do, not what a learner cannot do or does wrong. This helps all
learners, even those at the lowest levels, see that learning has
value and that they can attain language goals. Any foreign language
teacher can use these 'can do' statements to evaluate the skills and design the
lessons to address students’ knowledge gaps.
By: Puspita. W (Pps UNY 2017 ; Class A)
7. Are you ready for the next term?
It is called Self-Assessment Grids Students
may find the language used in the Global
Scale a little complicated. For this reason,
when using the Global Scale to provide a
self-assessment grid for learners, teachers
may wish to simplify the language. Then
students will be able to understand what
their level is and where they will go next
with their language learning and use.
By: Puspita. W (Pps UNY 2017 ; Class A)
8. A self-assessment grid for B1 level learners (for
listening) looks like this:
• I can understand the main points of clear,
standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
• I can understand the main points of many
radio or TV programs on current aff airs or
topics of personal or professional interest
when the delivery is relatively slow and clear
By: Puspita. W (Pps UNY 2017 ; Class A)
9. However, the CEF is more than the Global Scale. The CEF goes further by
breaking down the Global Scale into more descriptive scales covering three
areas of communication:
• Understanding (Listening and Reading)
• Speaking (Spoken Interaction and Spoken
Production)
• Writing
These descriptors are adapted for self-assessment and are often used as the
basis for course book design and curriculum design, and for defining the content
of
levels based on the Global Scale.
By: Puspita. W (Pps UNY 2017 ; Class A)
10. The Implication of CEFR
in teaching language
By: Puspita. W (Pps UNY 2017 ; Class A)
11. 1. Teachers have access to a
meaningful and useful
point of reference
2. Teachers receive a detailed
description of learning, teaching,
and assessing languages
3. Teachers and learners move
toward specific levels and
specific goals of those levels.
By: Puspita. W (Pps UNY 2017 ; Class A)
4. Teachers may want to select teaching
materials.
5. CEF levels provide an indication of
performance and ability to function in
communicative contexts in a foreign
language.
12. 6. There are no requirements in the CEF; it is a
framework of reference. It is up to the teacher and
learner to plot a course for language development.
7. The CEF invites practitioners (all those involved in
teaching and learning a language) to reflect on their
approach to teaching, learning, and assessment.
By: Puspita. W (Pps UNY 2017 ; Class A)
13. Another new term for us…
CEFR to “map” a journey
It is very similar to A road map which shows you how to get from point A
to point B. It presents possible routes but does not specify which one you
should follow, nor does it determine the length of your journey.
- As a teacher, we can evaluate the student’s improvements through the
CEFR
- Learners can start their journey at the A1 level as a beginner and fi nish
at the C2 level as a master of the language. They may choose to stop at
one of the levels when their purposes have been met or their goals
attained. (Most learners do not progress beyond the B2 level.) How
learners reach the different levels depends on many factors.
By: Puspita. W (Pps UNY 2017 ; Class A)
14. Defining how long it will take to reach
each CEF level
Teachers should aware and understand that the language
learning process is a continual and very individualized one.
Because no two learners develop their language skills in the same
way or at the same pace, it is difficult to define the exact amount
of time needed to reach each level.
Question is….
What is our strategy to overcome the variety of levels of our
students?
MEDIA DEVELOPMENT!!!
By: Puspita. W (Pps UNY 2017 ; Class A)
15. Guided teaching hours
needed to fulfill the aims of each CEF level:
A1 Approximately 90 - 100 hours
A2 Approximately 180 - 200 hours
B1 Approximately 350 - 400 hours
B2 Approximately 500 - 600 hours
C1 Approximately 700 - 800 hours
C2 Approximately 1,000 - 1,200 hours
The number of hours needed for different
learners varies greatly, depending on a
range of factors such as
• age and motivation
• background
• amount of prior study and extent of
exposure to the language outside the
classroom
• amount of time spent in individual study
By: Puspita. W (Pps UNY 2017 ; Class A)
16. Using CEF-referenced course
books
Course books and supplementary materials that
are referenced to the CEF can help the teacher
achieve his or her classroom goals. Pearson
Longman has helped by aligning course books with
the CEF. This helps the teacher decide whether the
content of the course book (topics, language
covered, etc.) fits classroom goals and learners’
needs and whether the level is appropriate.
By: Puspita. W (Pps UNY 2017 ; Class A)
17. “Help!!”, say the students. What can
we do?Encouraging Reflection.
Tip 1
Ask learners concrete questions (and give
examples of possible answers) to help them
understand the benefits of reflection.
Tip 2
Have learners keep a record of their
reflections in a learner’s diary for future
reference. These can become part of their
Language Portfolio.
By: Puspita. W (Pps UNY 2017 ; Class A)
18. Tip 3
Introduce the concept and benefi ts of the CEF as a road map.
Tip 4
A K.I.S.S. (Keep It Short and Simple) approach is best.
By: Puspita. W (Pps UNY 2017 ; Class A)
19. Language Portofolio
Language Portfolios are designed to help learners become more
conscious of their language learning and to encourage them to
monitor their own progress.
Each Language Portfolio is made up of three parts:
1. The Language ‘Passport’
2. The Language Biography–
3. The Language Dossier–
By: Puspita. W (Pps UNY 2017 ; Class A)
