This presentation showcases how the National Geographic Explorer Program aligns with the Singapore's EL curriculum. The National Geographic Explorer Program is a unique and holistic program designed to inculcate and advocate positive attitudes and ethics through real-life adventures of Explorers (non-fiction literacy). Furthermore, it provides opportunity for students to develop effective language use and acquire proficient language skills progressively. In addition, it empowers teachers with 21st Century tools to employ interactive teaching and learning (white space), aligned with the desired MOE curriculum.
National Geographic Explorer 2015/2016 for ScienceCassandra Pek
This presentation showcases how the National Geographic Explorer Program aligns with the Singapore's EL curriculum. The National Geographic Explorer Program is a unique and holistic program designed to inculcate and advocate positive attitudes and ethics through real-life adventures of Explorers (non-fiction literacy). Furthermore, it provides opportunity for students to acquire and challenge their inquiry and critical thinking skills progressively. In addition, it empowers teachers with 21st Century tools to employ interactive teaching and learning (white space), aligned with the desired MOE curriculum.
The Raffles Ecological Literacy Programme is a non-core, elective enrichment programme held on Monday mornings. It uses experiential learning through talks, discussions, videos, and field trips to places like Bishan Park and Pulau Ubin to teach students about ecology. Students also participate in a journal writing and book writing process, with their books being launched at the National Library Building. The programme aims to teach place-based education and exploring perspectives through an experiential learning cycle of experience, experimentation, generalization and reflection.
This document discusses different types of scheduling models for school library media centers. There are traditionally two main types - fixed scheduling, where classes visit the library on a set schedule, and flexible scheduling, where classes visit as needed in collaboration with the librarian. While fixed scheduling is most common, there is strong support for transitioning to flexible scheduling to better facilitate research, technology use, and information literacy skills. The document outlines pros and cons of each approach and provides examples of schedules. It also discusses obstacles to implementing the ideal schedule and strategies for librarians to make the most of their current schedule.
The document discusses the benefits of a flexible scheduling model for school libraries. It argues that a flexible schedule, where classes visit the library based on curricular needs rather than a fixed timetable, allows for better integration of the library into the learning process. Research shows flexible scheduling is linked to improved student achievement. Teachers report that flexible scheduling gives students independent access to resources and allows for collaboration between teachers and librarians. The document provides examples of what successful flexible scheduling looks like for students, teachers, administrators, and librarians to maximize support for teaching and learning.
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by providing more access to resources and extending the classroom. Flexible scheduling requires collaboration between teachers and librarians to integrate information skills into lessons.
Sean Paul McFadden is a science educator seeking to establish himself as a leader in STEM education. He has extensive teaching experience developing curriculum and outreach programs to underrepresented students. He currently leads the science department and advisory program at Eagle Academy for Young Men II in Brooklyn, New York. McFadden also has leadership roles in several prestigious fellowship and teacher development programs, including the Outstanding Black Male Teacher Fellowship and Hollyhock Fellowship at Stanford University. He holds a Master's degree in Teaching from the American Museum of Natural History and a Bachelor's degree in Meteorology from Penn State.
This document provides an overview of gifted education programs in an elementary school. It describes the gifted education program that serves 80 students in grades K-6 using a cluster model with a 4-day compacted curriculum. It details how content from the gifted program fits in with classroom teacher units in areas like scientific method, plant ecology, archaeology, and weather. Two lesson plans are described: one on using dichotomous keys and another on archaeology for 4th grade that activates prior knowledge and uses resources from national parks.
National Geographic Explorer 2015/2016 for ScienceCassandra Pek
This presentation showcases how the National Geographic Explorer Program aligns with the Singapore's EL curriculum. The National Geographic Explorer Program is a unique and holistic program designed to inculcate and advocate positive attitudes and ethics through real-life adventures of Explorers (non-fiction literacy). Furthermore, it provides opportunity for students to acquire and challenge their inquiry and critical thinking skills progressively. In addition, it empowers teachers with 21st Century tools to employ interactive teaching and learning (white space), aligned with the desired MOE curriculum.
The Raffles Ecological Literacy Programme is a non-core, elective enrichment programme held on Monday mornings. It uses experiential learning through talks, discussions, videos, and field trips to places like Bishan Park and Pulau Ubin to teach students about ecology. Students also participate in a journal writing and book writing process, with their books being launched at the National Library Building. The programme aims to teach place-based education and exploring perspectives through an experiential learning cycle of experience, experimentation, generalization and reflection.
This document discusses different types of scheduling models for school library media centers. There are traditionally two main types - fixed scheduling, where classes visit the library on a set schedule, and flexible scheduling, where classes visit as needed in collaboration with the librarian. While fixed scheduling is most common, there is strong support for transitioning to flexible scheduling to better facilitate research, technology use, and information literacy skills. The document outlines pros and cons of each approach and provides examples of schedules. It also discusses obstacles to implementing the ideal schedule and strategies for librarians to make the most of their current schedule.
The document discusses the benefits of a flexible scheduling model for school libraries. It argues that a flexible schedule, where classes visit the library based on curricular needs rather than a fixed timetable, allows for better integration of the library into the learning process. Research shows flexible scheduling is linked to improved student achievement. Teachers report that flexible scheduling gives students independent access to resources and allows for collaboration between teachers and librarians. The document provides examples of what successful flexible scheduling looks like for students, teachers, administrators, and librarians to maximize support for teaching and learning.
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by providing more access to resources and extending the classroom. Flexible scheduling requires collaboration between teachers and librarians to integrate information skills into lessons.
Sean Paul McFadden is a science educator seeking to establish himself as a leader in STEM education. He has extensive teaching experience developing curriculum and outreach programs to underrepresented students. He currently leads the science department and advisory program at Eagle Academy for Young Men II in Brooklyn, New York. McFadden also has leadership roles in several prestigious fellowship and teacher development programs, including the Outstanding Black Male Teacher Fellowship and Hollyhock Fellowship at Stanford University. He holds a Master's degree in Teaching from the American Museum of Natural History and a Bachelor's degree in Meteorology from Penn State.
This document provides an overview of gifted education programs in an elementary school. It describes the gifted education program that serves 80 students in grades K-6 using a cluster model with a 4-day compacted curriculum. It details how content from the gifted program fits in with classroom teacher units in areas like scientific method, plant ecology, archaeology, and weather. Two lesson plans are described: one on using dichotomous keys and another on archaeology for 4th grade that activates prior knowledge and uses resources from national parks.
This document summarizes the experience and qualifications of Timothy M. Osebold. It outlines his student teaching experience from January 2015 to December 2015 at Schroeder Elementary School where he taught 5th grade. It also lists a previous position from September 2014 to January 2015 where he co-taught math and science for 7th grade gifted students. Mr. Osebold attended Oakland University where he earned a Bachelor of Science degree in Elementary Education. He is certified to teach elementary grades K-5 and middle school science.
Science centers aim to enrich the school curriculum and provide hands-on learning experiences using exhibits that increase understanding of science, technology, and math. They stimulate curiosity and expose visitors to positive experiences with science. Some benefits of science fairs for students include allowing them to exhibit talents, strengthening knowledge, and developing skills like leadership and cooperative work. Field trips to places like science museums, power plants, and hospitals give students new ideas for projects while deepening understanding and developing an inquiry attitude. Community members like electricians, carpenters, and veterinarians can also share valuable knowledge with students.
The document summarizes the design and delivery of an information literacy program for secondary school students by NUI Maynooth library staff. It describes developing lesson plans covering topics like conducting research, evaluating resources, and avoiding plagiarism. The program was delivered over 5 weeks to transition year students in their classroom. Student and teacher feedback was very positive, with students finding the practical skills and tour of the university library useful. The librarians were able to engage students through hands-on activities and games to demonstrate search techniques and source evaluation. While requiring significant effort, the program was successful in preparing students for further education and information literacy.
The Discovery Education Science Techbook is a fully digital alternative to traditional textbooks. It provides a fully interactive, engaging, and student-centered learning platform with multimedia resources like videos, demonstrations, activities and assessments. It is based on best educational practices and supports teachers with built-in preparation tools and resources aligned to state standards.
ADDRESSING STUDENT ENGAGEMENT & LITERACY THROUGH TECHNOLOGYBrittany Evans
The presentation looks at the link between student engagement and technology using evidence-based strategies. The presentation discusses the importance of active student involvement, the link between technology and active student participation, benefits of using technology as supplemental literacy instruction, components of successful technology integration, and examples of literacy lessons and activities that incorporate technology.
Shulong Yan has extensive education and experience in education. He holds a Ph.D. in Learning, Design, and Technology from Penn State University as well as master's and bachelor's degrees from other institutions. Yan has worked as a teacher, tutor, and instructional designer in both the United States and China, gaining experience with students from early childhood through fifth grade. He is fluent in both Mandarin and English and proficient in various computer programs and technologies relevant to education.
Melissa Lewis is seeking a position as a Library Media Specialist and has over 5 years of relevant experience in education. She has a Bachelor's degree in Elementary Education and a Master's in Instructional Technology from Georgia Southern University. Her experience includes work as a practicum student in various school libraries, a second grade teacher, and a fourth grade teacher.
Contextualizing content in introductory materials science courses improved student outcomes. A study found that contextualizing content through real-world examples, videos, and activities helped students make connections to prior knowledge and concepts. This led to increased student motivation, persistence in coursework, and achievement with test scores rising a full letter grade. Faculty also shifted towards more student-centered teaching. Contextualization is an effective pedagogical approach grounded in how people learn that engages students and improves learning in introductory materials classes.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
This document describes a curriculum designed to help international students in a Masters course develop strong academic literacy skills in English. It focuses on scientific report writing through integrating language learning with the course content. Students read scientific articles, present research, and write a literature review and consultancy report. Close attention is paid to language development at all levels. The curriculum is designed using Content and Language Integrated Learning principles to simultaneously develop conceptual understanding and English proficiency. This intensive preparation ensures students master professional scientific reporting skills within a semester.
The document discusses principles and strategies for teaching English as a global language and teaching English language learners. It covers topics such as language teaching principles, pedagogy skills, international examinations, principles for teaching ELL students, and sampling of teaching strategies. Specific strategies mentioned include cooperative learning, shared writing, modeling academic language, incorporating students' native culture and language, using visual aids, culture study projects, and using realia or real-world objects.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
This document provides the English curriculum statement for Waituna Creek School. It outlines the school's approach to teaching English, which focuses on developing students' communication skills through listening, reading, viewing, writing, speaking and presenting. It describes the school's priorities for English instruction, assessment practices, key competencies, and planning across the four terms. Teachers are expected to provide explicit instruction in language skills and integrate English across other subject areas. The goal is for all students to enjoy learning language and to become effective communicators.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This presentation contains part of my book entitled "Reading and Writing Skils in the 21st Century Learners" which I shared in one of ISTAR's International Conference and DepEd National Reading Month in 2021.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
The document discusses key aspects of the National Education Policy 2020 regarding holistic development of learners. It emphasizes incorporating 21st century skills like communication, collaboration, critical thinking, and creativity. It aims to equip students for life and an uncertain future by making learning more interactive and empowering students to be lifelong learners. Teachers have an important role in sparking curiosity and making learning interactive. Students will also have increased flexibility and choice of subjects. The document also discusses promoting multilingualism by using home languages in instruction up to Grade 5 or 8, as well as offering foreign languages at the secondary level. It aims for national textbooks with local content and flavors to be available at low cost both physically and digitally.
This document describes two learning intervention programs - Project TERE and Project CBRI - implemented at San Felipe Elementary School to improve students' reading abilities. Project TERE assessed students' reading levels and provided leveled reading materials and parent involvement. After implementation, 78% of students improved their reading skills based on assessments. Project CBRI established daily reading routines including flashcards, vocabulary words, and a reading corner. It is currently being implemented along with progress monitoring. The document also identifies gaps and provides a technical assistance plan to address developing quality materials, funding, teacher training, and collaboration.
CCFLT 2011 Loveland elem. program presentation Toni Theisen
This document describes an elementary Spanish distance learning program with the goals of fostering global citizenship and basic Spanish communication skills in students. The program uses videos, classroom visits, and teaching guides to deliver Spanish instruction based on world language standards at the novice low level through distance learning. It aims to teach language and culture while developing students' interpretive, interpersonal, and presentational communication skills.
Formal learning resources include textbooks, course books, storybooks, dictionaries, and source books which are used in institutional settings like schools under an established curriculum. Informal learning occurs outside classrooms through resources like libraries, language labs, e-books, films, blogs, language institutions, museums, spoken English centers, and literary clubs in a more spontaneous, flexible way without a set curriculum. Both formal and informal learning resources help teachers make language teaching more effective and promote students' language development.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
This document summarizes the experience and qualifications of Timothy M. Osebold. It outlines his student teaching experience from January 2015 to December 2015 at Schroeder Elementary School where he taught 5th grade. It also lists a previous position from September 2014 to January 2015 where he co-taught math and science for 7th grade gifted students. Mr. Osebold attended Oakland University where he earned a Bachelor of Science degree in Elementary Education. He is certified to teach elementary grades K-5 and middle school science.
Science centers aim to enrich the school curriculum and provide hands-on learning experiences using exhibits that increase understanding of science, technology, and math. They stimulate curiosity and expose visitors to positive experiences with science. Some benefits of science fairs for students include allowing them to exhibit talents, strengthening knowledge, and developing skills like leadership and cooperative work. Field trips to places like science museums, power plants, and hospitals give students new ideas for projects while deepening understanding and developing an inquiry attitude. Community members like electricians, carpenters, and veterinarians can also share valuable knowledge with students.
The document summarizes the design and delivery of an information literacy program for secondary school students by NUI Maynooth library staff. It describes developing lesson plans covering topics like conducting research, evaluating resources, and avoiding plagiarism. The program was delivered over 5 weeks to transition year students in their classroom. Student and teacher feedback was very positive, with students finding the practical skills and tour of the university library useful. The librarians were able to engage students through hands-on activities and games to demonstrate search techniques and source evaluation. While requiring significant effort, the program was successful in preparing students for further education and information literacy.
The Discovery Education Science Techbook is a fully digital alternative to traditional textbooks. It provides a fully interactive, engaging, and student-centered learning platform with multimedia resources like videos, demonstrations, activities and assessments. It is based on best educational practices and supports teachers with built-in preparation tools and resources aligned to state standards.
ADDRESSING STUDENT ENGAGEMENT & LITERACY THROUGH TECHNOLOGYBrittany Evans
The presentation looks at the link between student engagement and technology using evidence-based strategies. The presentation discusses the importance of active student involvement, the link between technology and active student participation, benefits of using technology as supplemental literacy instruction, components of successful technology integration, and examples of literacy lessons and activities that incorporate technology.
Shulong Yan has extensive education and experience in education. He holds a Ph.D. in Learning, Design, and Technology from Penn State University as well as master's and bachelor's degrees from other institutions. Yan has worked as a teacher, tutor, and instructional designer in both the United States and China, gaining experience with students from early childhood through fifth grade. He is fluent in both Mandarin and English and proficient in various computer programs and technologies relevant to education.
Melissa Lewis is seeking a position as a Library Media Specialist and has over 5 years of relevant experience in education. She has a Bachelor's degree in Elementary Education and a Master's in Instructional Technology from Georgia Southern University. Her experience includes work as a practicum student in various school libraries, a second grade teacher, and a fourth grade teacher.
Contextualizing content in introductory materials science courses improved student outcomes. A study found that contextualizing content through real-world examples, videos, and activities helped students make connections to prior knowledge and concepts. This led to increased student motivation, persistence in coursework, and achievement with test scores rising a full letter grade. Faculty also shifted towards more student-centered teaching. Contextualization is an effective pedagogical approach grounded in how people learn that engages students and improves learning in introductory materials classes.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
This document describes a curriculum designed to help international students in a Masters course develop strong academic literacy skills in English. It focuses on scientific report writing through integrating language learning with the course content. Students read scientific articles, present research, and write a literature review and consultancy report. Close attention is paid to language development at all levels. The curriculum is designed using Content and Language Integrated Learning principles to simultaneously develop conceptual understanding and English proficiency. This intensive preparation ensures students master professional scientific reporting skills within a semester.
The document discusses principles and strategies for teaching English as a global language and teaching English language learners. It covers topics such as language teaching principles, pedagogy skills, international examinations, principles for teaching ELL students, and sampling of teaching strategies. Specific strategies mentioned include cooperative learning, shared writing, modeling academic language, incorporating students' native culture and language, using visual aids, culture study projects, and using realia or real-world objects.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
This document provides the English curriculum statement for Waituna Creek School. It outlines the school's approach to teaching English, which focuses on developing students' communication skills through listening, reading, viewing, writing, speaking and presenting. It describes the school's priorities for English instruction, assessment practices, key competencies, and planning across the four terms. Teachers are expected to provide explicit instruction in language skills and integrate English across other subject areas. The goal is for all students to enjoy learning language and to become effective communicators.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This presentation contains part of my book entitled "Reading and Writing Skils in the 21st Century Learners" which I shared in one of ISTAR's International Conference and DepEd National Reading Month in 2021.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
The document discusses key aspects of the National Education Policy 2020 regarding holistic development of learners. It emphasizes incorporating 21st century skills like communication, collaboration, critical thinking, and creativity. It aims to equip students for life and an uncertain future by making learning more interactive and empowering students to be lifelong learners. Teachers have an important role in sparking curiosity and making learning interactive. Students will also have increased flexibility and choice of subjects. The document also discusses promoting multilingualism by using home languages in instruction up to Grade 5 or 8, as well as offering foreign languages at the secondary level. It aims for national textbooks with local content and flavors to be available at low cost both physically and digitally.
This document describes two learning intervention programs - Project TERE and Project CBRI - implemented at San Felipe Elementary School to improve students' reading abilities. Project TERE assessed students' reading levels and provided leveled reading materials and parent involvement. After implementation, 78% of students improved their reading skills based on assessments. Project CBRI established daily reading routines including flashcards, vocabulary words, and a reading corner. It is currently being implemented along with progress monitoring. The document also identifies gaps and provides a technical assistance plan to address developing quality materials, funding, teacher training, and collaboration.
CCFLT 2011 Loveland elem. program presentation Toni Theisen
This document describes an elementary Spanish distance learning program with the goals of fostering global citizenship and basic Spanish communication skills in students. The program uses videos, classroom visits, and teaching guides to deliver Spanish instruction based on world language standards at the novice low level through distance learning. It aims to teach language and culture while developing students' interpretive, interpersonal, and presentational communication skills.
Formal learning resources include textbooks, course books, storybooks, dictionaries, and source books which are used in institutional settings like schools under an established curriculum. Informal learning occurs outside classrooms through resources like libraries, language labs, e-books, films, blogs, language institutions, museums, spoken English centers, and literary clubs in a more spontaneous, flexible way without a set curriculum. Both formal and informal learning resources help teachers make language teaching more effective and promote students' language development.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
This document contains a daily lesson log for an 8th grade English class taught by Reyniel L. Vergara at DonJesus Gonzales High School for week 10 of the first quarter. The lesson focuses on non-verbal cues, oral language conventions, idiomatic expressions, and locating/documenting resource information. Students will prepare and perform a Talent Extravaganza as the culminating activity. The teacher reflects on students' progress, the effectiveness of teaching strategies, and areas where supervisory support could help improve instruction.
This document discusses the preparation of teachers as educational researchers in the new media community. It outlines challenges teachers face in developing research skills and the potential of new media to help. Specifically, it describes a preliminary project called "Baby Butterflies" where two teachers and their students used Facebook to document raising caterpillars into butterflies over two weeks. The teachers reflected on how new media extended learning beyond the classroom and captured student emotions and evidence. Both the potentials and challenges of using new media to connect teachers globally for research are discussed.
Project work, Field trips, Laboratory work, Journal writing, concept mapping,...DeepanshuYadav2
The key focus and desired outcomes for Project Work are:
1. Communication
2. Students can express their ideas clearly and effectively, both verbally and in written form.
3. Collaboration
4. Students can work as a team to achieve common goals.
5. Knowledge application
6. Students are able to make links across different areas of knowledge and to generate, develop and evaluate ideas and information related to the project.
7. Independent learning
8. Students are able to learn on their own, reflect on their learning and improve upon it.
This action research proposal aims to explore strategies to help primary school students overcome reading problems in English. The researcher plans to implement an English Language Learning and Reading Program (ELLARP) using activities like assemblies, workshops, buddy reading, and a mobile library. Data will be collected through observation and interviews to analyze the types of reading difficulties students face and the effectiveness of different teaching strategies. The goal is to help students develop a more positive attitude towards reading in English and increase their language proficiency over the long term.
Module five task based learning; project based learning and content based ...javierpulido84
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
------------------------------------------------------------------------------------------------------------------------------------------
Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
Similar to National Geographic Explorer 2015/2016 For English Language (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
2. • It is one of the largest non-profit
scientific and educational
institutions in the world.
• National Geographic Explorer is a
MISSION project of the National
Geographic Society. National
Geographic strongly believes in
the important role education
plays in society and we are
committed to invest in basic
education. Thus, Explorer is
subsidized and this is reflected in
the inexpensive price.
National Geographic’s Mission is to increase global understanding and promote
conservation of our planet through exploration, research, and education.
Credit: Dr. Jane Goodall, National Geographic Society
About NatGeo
3. About Us
• World Edu-League is a full-fledged and independent
social enterprise focused on the areas of
environmental and societal awareness,
• with a mission to further the agenda of the ‘Green’
movements in Singapore and other countries in the
Asia Pacific region.
• At our core, we aim to educate each successive
generation of students through exciting National
Geographic content and experiential platforms that
seek the participation of students, schools and
families in the counties we operate in.
• Exclusive marketing and distribution agent for
National Geographic Magazines in Singapore &
Malaysia.
4. The National Geographic Explorer
Program (NGX)
• A unique and holistic program designed to
– Inculcate and advocate positive attitudes and ethics
through real-life adventures of Explorers (non-fiction
literacy)
– Provide opportunity for students to develop effective
language use and acquire proficient language skills
progressively;
– Empower teachers with 21st Century tools to employ
interactive teaching & learning (white space), aligned
with the desired MOE curriculum
Explorer & Singapore Curriculum
5. How does NGX align with the
MOE Primary English Syllabus?
Explorer
Contextualization
Learner
Centeredness
Learning
Focused
Interaction
Integration
Process
Orientation
Spiral
Progression
– Explorer aligns with
the English curriculum
in all 6 key areas.
– Explorer has been
used extensively by
schools to
enhance/augment the
STELLAR programme.
6. NGX & Contextualization
1. Contextualization
– 7 Levels of readers with appropriate language skills, sentence structures
and vocabulary, to cater to mixed-ability students/different age-groups.
• Appropriate usage of Compound words, content specific multi-syllabic words.
• Challenging language and complex sentences (prepositional phrases,
introductory and embedded clauses) for higher leveled readers to challenge
inferential skills.
• Appropriate usage of punctuations (For Example, no colons and semi-colons for
Pioneer, ellipses and dashes used for Pathfinder and Adventurer)
• Chunking of text, liberal use of sub-headings
– Meaningful stories with learning points reinforced and revisited through
follow-up practice
• Quizzes in between segments of Virtual Lessons to enhance comprehension
and for immediate knowledge retention
7. NGX & Learner-Centeredness
2. Learner-Centeredness
Lower Pri
• Large Text &
illustrations
• Decoding skills through
Phonics (VLHD/iPad
Interactive App)
• Integrated language
learning through shared,
cooperative learning
experiences in mixed
ability group (follow-up
writing activities using
Magazine Maker II)
Middle-Upper Primary
• Progressively develop
independence in
listening, reading,
viewing, speaking,
writing and
representing, even as
opportunities for
cooperative learning
remain (through VLHD-
self directed
learning/flipped
classroom)
Lower Sec
• Develop
constructive/higher
order thinking skills
• Strengthen reading,
writing, presentation,
interpretation and
listening skills
• Through Inquiry-based,
case-based and project
based learning
(classroom debates,
experimentation,
Magazine Maker II)
8. NGX & Interaction
3. Learning-Focused Interaction
– Teaching differentiated to pupil’s needs, abilities and interests (7
levels of readers)
– Effective pedagogies developed to help engage students in further
discussions and contextualize information.
• Example: “Karen knows about many storms. One storm is called a
tornado. A tornado is part of a big storm. A tornado is a wind that spins
very fast. It goes to the ground. It can pick up things as it spins.”
• Para above contextualizes the text, elaborates and explains the
meaning of a tornado. Uses descriptive language to stimulate
imagination. (explanation text)
• Customized learning activities/Teachers’ Guide developed to empower
teachers to engage students in further discussions.
9. NGX & Integration
4. Integration
– Receptive and Productive Skills, Grammar and vocabulary taught in
an integrated way with the use of print and non-print resources to
provide multiple perspectives and meaningful connections
• Print: In- article Wordwise (glossary) immediately explains and
refreshes memory of vocabulary just learnt.
• Non-Print: Narrated stories in projectable edition, iPad digital app and
VLHD enhance comprehension, listening and pronunciation skills.
• Real-world connections with authentic stories from Nat Geo
researchers and scientists.
10. NGX & Process Orientation
5. Process Orientation
– Language Development through speaking, writing and/or
multimodal products
• Printable English and Science Worksheets/Digital Assessment/ Quizzes
• Magazine Maker II (Creative writing tool)
• Inquiry based learning resource
• Case-based learning resource
• Project-based learning resource
• Projectable edition
• iPad Digital App
• Virtual Lessons HD (VLHD)
11. NGX & Spiral Progression
6. Spiral Progression
– Skills, grammatical items, structures and various types of texts
taught, revised and revisited at increasing levels or difficulty and
sophistication.
• Texts used in NGX:
– Personal Recounts : Seen across all 7 editions
– Narratives: Seen across all except Scout and Voyager
– Factual Recounts: Seen across all 7 editions
– Information Reports: Seen across all 7 editions
– Explanations: Seen across all 7 editions
– Expositions: Seen in Extreme Explorer
– Allows students to progress from foundation level to higher levels
of language use
• 7 levels of readers allows progressive learning
12. 7 Age-Appropriate Reading Levels
Recommended Reading Levels:
• Young Explorer Scout: Pre-School
• Young Explorer Voyager: P1
• Explorer Pioneer: P2
• Explorer Trailblazer: P3
• Explorer Pathfinder: P4
• Explorer Adventurer: P5
• Science Explorer: P6- Lower Sec
13. Non-fiction Literacy with NGX
• Age-appropriate, Lexile graded
• Authentic Reading Experience
• Proven Comprehension Strategies
• Chunking of Text
• Liberal Use of Sub-headings
• In-article WordWise (Glossary)
• Build Visual Literacy
– Info Graphics
– Photos and Captions
• Research proves, “non-fiction
reading promotes student success”.
14. Interactive Learning with Virtual
Lessons HD
• Incorporate Visual and Audio
Elements
– Sentences are highlighted for better
comprehension, and read-along build
better pronunciation and fluency.
– Engage students of the 21st Century
• Home Connections for Self-Directed
Learning
– Allows students to control pace of
learning
– Save curriculum time
*Available to all subscribing students with a
marginal setup cost.
15. Interactive Learning with
Magazine Maker II
• Amazing tool for teachers to
engage students in creative
writing projects.
• NatGeo stock photos available
for royalty free use
• Upload own pictures
• Spell check (Available in both US
and UK versions)
• Publish with ease via PDF format.
• Available FOC to all subscribers.
16. Empowering Teaching Tools
with Digital Assessments
• VLHD Quiz
– 3-5 MCQ questions
– Immediate testing of knowledge
retention after reading through article
once
• Digital Assessments on
NGEXPLORER.NET
– Complete exam format assessment
sheet that can be digitally completed
– reduces workload for teachers as most
questions are automatically graded.
* Available to all subscribing students with a marginal
setup cost.
17. Empowering Teaching Tools
with iPad App & IWB Flipcharts
• A powerful tool for teachers to
engage students with the same
content as the magazine, but
formatted for the interactive tablet
with animations, interactive
activities and amazing videos built
into the article.
• Also comes with interactive IWB
exercises which can engage the
whole class in interactive learning.
• Available to teachers only (FOC with
school subscriptions)
18. NGX Teaching Resources
Detailed Teacher's Guides
(Complete and ready lesson
plans, available at your fingertips
2 weeks prior to the magazines)
Downloadable worksheets for
Science and English along with
the respective answer-keys
Large Classroom posters
Available to teachers only (FOC
with school subscriptions)
19. Student Engagement with
NGX Quizzes
• Connections with National Geographic
Explorer through authentic stories
• Win attractive prizes every publication
month.
• Compete with schools across the
island.
• Prizes to be given out during morning
assemblies.
• Available to all subscribing schools.
20. A Holistic Programme
– Confident People – empower students with vast amount of
knowledge through real-life discoveries and research.
– Self-Directed Learners – allow students to take ownership in
learning at their own pace comfortably
– Concerned Citizens – Develop environmentally aware
students and global citizens. Values in action show students
how they can contribute.
– Creative and Critcial thinkers- Stimulates curiosity in spurs
students’ interest in creative writing and thinking skills.