NYU's Partnership for Teacher Excellence Curriculum Development Project created this module to offer strategies and methods for content area teachers to better serve ELL students within their classrooms.
This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
This document summarizes different English language teaching methods throughout history from 1800 to present day. It begins by outlining various methods in chronological order such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, and others. For each method, it provides the underlying language theory, teacher and student roles, and examples of techniques used. It then discusses changes in English language teaching approaches over time from a teacher-centered model to a learner-centered one. Finally, it outlines 21st century skills such as critical thinking, problem solving, communication, collaboration, and digital literacy that are important for today's students.
The document describes several teaching activities and exercises that incorporate skills like collaboration, communication, presentation skills, and digital literacy. It discusses the benefits of project-based learning and using authentic materials in ESL classrooms. It provides examples of project ideas where students communicate with students in other countries on topics like recipes, technology use at school, endangered species, and cultural comparisons. The document emphasizes involving students, defining goals and outcomes, and presenting work to an audience.
This document provides an overview of how to design English language lessons using the Sheltered Instruction Observation Protocol (SIOP) model based on students' English language proficiency levels. It explains the SIOP components and describes proficiency levels from pre-emergent to proficient. Sample strategies are given for how to build background knowledge and provide comprehensible input for lessons targeting different proficiency levels. An example SIOP lesson plan compares nocturnal and diurnal animals.
Taylor Michelle Morgan is seeking a teaching position and has extensive teaching experience in both the United States and England. She has over 5 years of experience teaching kindergarten through 5th grade, including positions as a kindergarten associate teacher, tutor, and summer camp co-teacher. Additionally, she has student teaching experience in early childhood, elementary, and special education classrooms. Morgan also has a bachelor's degree in communication sciences and disorders and education, as well as an Ohio teaching license for pre-K through 3rd grade.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
This document summarizes different English language teaching methods throughout history from 1800 to present day. It begins by outlining various methods in chronological order such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, and others. For each method, it provides the underlying language theory, teacher and student roles, and examples of techniques used. It then discusses changes in English language teaching approaches over time from a teacher-centered model to a learner-centered one. Finally, it outlines 21st century skills such as critical thinking, problem solving, communication, collaboration, and digital literacy that are important for today's students.
The document describes several teaching activities and exercises that incorporate skills like collaboration, communication, presentation skills, and digital literacy. It discusses the benefits of project-based learning and using authentic materials in ESL classrooms. It provides examples of project ideas where students communicate with students in other countries on topics like recipes, technology use at school, endangered species, and cultural comparisons. The document emphasizes involving students, defining goals and outcomes, and presenting work to an audience.
This document provides an overview of how to design English language lessons using the Sheltered Instruction Observation Protocol (SIOP) model based on students' English language proficiency levels. It explains the SIOP components and describes proficiency levels from pre-emergent to proficient. Sample strategies are given for how to build background knowledge and provide comprehensible input for lessons targeting different proficiency levels. An example SIOP lesson plan compares nocturnal and diurnal animals.
Taylor Michelle Morgan is seeking a teaching position and has extensive teaching experience in both the United States and England. She has over 5 years of experience teaching kindergarten through 5th grade, including positions as a kindergarten associate teacher, tutor, and summer camp co-teacher. Additionally, she has student teaching experience in early childhood, elementary, and special education classrooms. Morgan also has a bachelor's degree in communication sciences and disorders and education, as well as an Ohio teaching license for pre-K through 3rd grade.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
This document discusses the importance of teachers developing their own instructional materials. It covers several key points:
1. Developing materials can enhance teachers' pedagogical practices through reflection and allows them to better meet students' diverse needs, learning styles, and expectations.
2. When developing materials, teachers should consider how to incorporate pair/group work, promote enjoyment and motivation, and help students learn what they want and need.
3. Materials development involves designing a variety of exercises and activities that are carefully planned, sequenced, and integrate key aspects of language learning. It is a complex process that inspires creativity.
4. Developing effective, teacher-made materials not only improves learning outcomes but
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Teachers in Colombia have taken on developing their own teaching materials to better meet students' needs and the expectations of the national bilingualism program. Designing custom materials provides several benefits, including empowering teachers, increasing student motivation, and fostering contextualized learning. However, it also presents challenges such as satisfying administrative requirements and achieving high quality language and design. Overall, materials development is important for engaging students, promoting teacher agency, and creating a more inclusive learning environment.
This document discusses language learning resources and materials that can be used in teaching English as a foreign language. It defines didactics as the study of teaching techniques, procedures, strategies, and methods. A variety of traditional resources are described, such as the blackboard, visual aids, textbooks, and audio/visual equipment. The document also discusses how computers, the internet, and digital tools can be leveraged as ICT (information and communication technology) resources. Different views are presented on the role of materials in the classroom, ranging from them being a helpful scaffold to a debilitating crutch. A table provides examples of how specific resources like the learner, board, visuals, and worksheets can be used and their purpose
This study investigated the relationship between learner autonomy, use of strategies for coping with speaking problems, and success in English speaking classes. A questionnaire was administered to 102 students to assess their reported level of learner autonomy and use of speaking strategies. The questionnaire also collected information on students' speaking grades. Results of ANOVA and MANOVA tests revealed that students with lower speaking grades reported using speaking strategies less and having lower learner autonomy compared to students with higher speaking grades, though the difference was not significant between average and high performing groups. The findings suggest promoting learner autonomy and strategy use may help improve speaking ability.
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
This document provides information about the Grade 7/8 teaching team, curriculum, homework policies, and supplies for the upcoming school year. It introduces the teachers and their subject areas. It outlines the homework policy, roles and responsibilities, and supplies needed. It provides an overview of the curriculum focus for term 1, including expectations in language, science, history, and math. It also includes sample culminating tasks and rubrics. Looking forward, information is provided about course selection and expectations for Grade 9.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
This document outlines the course schedule and requirements for a Masters in Teaching English program. It includes 4 sections for the first semester covering disciplinary topics, teaching methodology, common culture, and professional experience. Some key classes discussed are literature, civilization, grammar, teaching methods, second language acquisition, and doing an action research project with a classroom tutor. The document also provides examples of potential research topics and instructions for students to set up blogs to share teaching materials.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
This document discusses a study that examined the effect of medium of instruction on the development of cognitive processes in children. The study compared 80 children aged 8-11 years old from English medium schools and Odia medium schools in India. The children were tested on measures of planning, attention, simultaneous processing, and successive processing from the Cognitive Assessment System. The results showed that children from English medium schools performed significantly higher on most cognitive measures compared to children from Odia medium schools. The study also found cognitive processes developed with age, as older children performed better. The results provide evidence that the medium of instruction impacts cognitive development.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
The presenters elaborated on the effectiveness of teaching with thematic units, and of making connections with other disciplines such as art, science, social studies, and physical education. Two real-world examples — Chinese ceramic art and silk-making — were presented; one is for K-8 while the other is at the college level.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
The document discusses ideologies that are promoted in imported English textbooks used in Colombia. It finds that textbooks commonly depict American and British cultures positively and reinforce the hegemony of English through portraying English speakers, cultures, and customs as superior. Textbooks also contain elements of sexism, stereotyping of other cultures, and an emphasis on consumerism. While teachers are generally aware of these ideologies, they do not always explicitly discuss them with students. Making students aware of the ideological aspects of language learning is important to avoid undue cultural influence.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
Principles of language learning and teaching ana v. caicedoVale Caicedo
Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
This document discusses the importance of teachers developing their own instructional materials. It covers several key points:
1. Developing materials can enhance teachers' pedagogical practices through reflection and allows them to better meet students' diverse needs, learning styles, and expectations.
2. When developing materials, teachers should consider how to incorporate pair/group work, promote enjoyment and motivation, and help students learn what they want and need.
3. Materials development involves designing a variety of exercises and activities that are carefully planned, sequenced, and integrate key aspects of language learning. It is a complex process that inspires creativity.
4. Developing effective, teacher-made materials not only improves learning outcomes but
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Teachers in Colombia have taken on developing their own teaching materials to better meet students' needs and the expectations of the national bilingualism program. Designing custom materials provides several benefits, including empowering teachers, increasing student motivation, and fostering contextualized learning. However, it also presents challenges such as satisfying administrative requirements and achieving high quality language and design. Overall, materials development is important for engaging students, promoting teacher agency, and creating a more inclusive learning environment.
This document discusses language learning resources and materials that can be used in teaching English as a foreign language. It defines didactics as the study of teaching techniques, procedures, strategies, and methods. A variety of traditional resources are described, such as the blackboard, visual aids, textbooks, and audio/visual equipment. The document also discusses how computers, the internet, and digital tools can be leveraged as ICT (information and communication technology) resources. Different views are presented on the role of materials in the classroom, ranging from them being a helpful scaffold to a debilitating crutch. A table provides examples of how specific resources like the learner, board, visuals, and worksheets can be used and their purpose
This study investigated the relationship between learner autonomy, use of strategies for coping with speaking problems, and success in English speaking classes. A questionnaire was administered to 102 students to assess their reported level of learner autonomy and use of speaking strategies. The questionnaire also collected information on students' speaking grades. Results of ANOVA and MANOVA tests revealed that students with lower speaking grades reported using speaking strategies less and having lower learner autonomy compared to students with higher speaking grades, though the difference was not significant between average and high performing groups. The findings suggest promoting learner autonomy and strategy use may help improve speaking ability.
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
This document provides information about the Grade 7/8 teaching team, curriculum, homework policies, and supplies for the upcoming school year. It introduces the teachers and their subject areas. It outlines the homework policy, roles and responsibilities, and supplies needed. It provides an overview of the curriculum focus for term 1, including expectations in language, science, history, and math. It also includes sample culminating tasks and rubrics. Looking forward, information is provided about course selection and expectations for Grade 9.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
This document outlines the course schedule and requirements for a Masters in Teaching English program. It includes 4 sections for the first semester covering disciplinary topics, teaching methodology, common culture, and professional experience. Some key classes discussed are literature, civilization, grammar, teaching methods, second language acquisition, and doing an action research project with a classroom tutor. The document also provides examples of potential research topics and instructions for students to set up blogs to share teaching materials.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
This document discusses a study that examined the effect of medium of instruction on the development of cognitive processes in children. The study compared 80 children aged 8-11 years old from English medium schools and Odia medium schools in India. The children were tested on measures of planning, attention, simultaneous processing, and successive processing from the Cognitive Assessment System. The results showed that children from English medium schools performed significantly higher on most cognitive measures compared to children from Odia medium schools. The study also found cognitive processes developed with age, as older children performed better. The results provide evidence that the medium of instruction impacts cognitive development.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
The presenters elaborated on the effectiveness of teaching with thematic units, and of making connections with other disciplines such as art, science, social studies, and physical education. Two real-world examples — Chinese ceramic art and silk-making — were presented; one is for K-8 while the other is at the college level.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
The document discusses ideologies that are promoted in imported English textbooks used in Colombia. It finds that textbooks commonly depict American and British cultures positively and reinforce the hegemony of English through portraying English speakers, cultures, and customs as superior. Textbooks also contain elements of sexism, stereotyping of other cultures, and an emphasis on consumerism. While teachers are generally aware of these ideologies, they do not always explicitly discuss them with students. Making students aware of the ideological aspects of language learning is important to avoid undue cultural influence.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
Principles of language learning and teaching ana v. caicedoVale Caicedo
Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
Principles of language learning and teaching ana v. caicedoVale Caicedo
Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
The document discusses language learning strategies and how they can help overcome affective barriers to learning like anxiety, lack of motivation, and negative attitudes. It defines language learning strategies as conscious steps learners take to facilitate acquiring, storing, retrieving, and using language. The document also outlines Oxford's taxonomy of direct and indirect language learning strategies and discusses how strategies can promote learner autonomy and successful language acquisition.
Some considerations when teaching english in today’s settingsmaxyfelix
This document discusses considerations for teaching English in various settings. It covers important issues related to teachers, students, methodology, materials and evaluation. It provides an overview of different language teaching methods and the roles of teachers in each method. It also discusses characteristics of effective language learners and considers factors related to materials selection and the use of portfolios for evaluation.
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
This document discusses integrating language and content instruction for English language learners. It argues that current English teaching focuses too much on grammar exercises and not enough on teaching academic language. It recommends teaching content and language simultaneously using authentic texts and scaffolding techniques. Specific strategies mentioned include using graphic organizers, teaching discipline-specific genres and language functions, accessing prior knowledge, and scaffolding understanding through sentence starters and frameworks for higher-order thinking skills. The goal is to make language learning meaningful and help students learn English they need for academic success.
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
This document discusses the relationship between educational theory and classroom practice in teaching English to speakers of other languages (TESOL). It provides an overview of several learning theories (e.g. behaviorism, constructivism, socioconstructivism) and how they can inform practical teaching approaches and activities. The document also examines concepts related to language acquisition, such as comprehensible input/output, the zone of proximal development, and reducing foreign language anxiety. Overall, it aims to bridge the gap between theory and practice in TESOL by offering specific classroom applications and examples based on established learning theories.
The Multiple Intelligences Method identifies 8 types of intelligences and incorporates them into language teaching. The method has 4 stages: 1) awakening intelligence through sensory experiences 2) amplifying intelligence through comparing experiences 3) teaching linked to intelligence through worksheets and groups 4) transferring intelligence through out-of-class application. Teachers develop rich activities and students are active learners who experiment with intelligences to find their strengths. Evaluation varies by intelligence and students feel confident learning in their own way.
UNIT3-LESSON9-Different Styles of Learning (Dayon&Enriquez).pptxAngelGriffinBatlagOm
The document discusses different learning styles and models. It begins by defining learning styles as an individual's preferred way of absorbing, processing, comprehending, and retaining new information. It then outlines several common learning style models including:
- Visual, auditory, reading/writing, and kinesthetic (VARK model)
- Concrete vs abstract and active vs reflective processors
- Seven styles according to Ferriman: visual, aural, verbal, physical, logical, solitary, and social
- Kolb's model of converger, diverger, assimilator, and accommodator styles
- Honey and Mumford's activist, reflector, theorist, and pragmatist styles
The
This document summarizes theories and concepts related to language acquisition and learning. It discusses:
- Theories of first language acquisition including behaviorist, nativist, and functional approaches.
- Similarities and differences between first and second language acquisition, including neurological factors.
- Learning theories including behaviorist, cognitive, and constructivist perspectives.
- Factors that influence second language learning such as stereotypes, acculturation, culture shock, transfer between languages, and errors vs mistakes.
- The relationship between language forms and functions.
- Models of second language acquisition including Krashen's input hypothesis and cognitive constructivist approaches.
This document discusses three key questions about literacy teaching and learning: how to rethink the definition of comprehension, what matters most in literacy learning, and what effective comprehension teachers do. It argues that comprehension involves deep understanding, not just surface-level questions and retelling. Research shows that literacy depends on mastering both surface-level skills like phonics and deeper skills like making inferences. Effective teachers focus instruction on research-backed comprehension strategies, use a variety of texts at different levels, confer with students daily, and create an environment where students can discuss ideas at length. Above all, they ensure significant time for independent reading and writing.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, and modality (visual, auditory, kinesthetic learning styles). It notes that students have different learning styles and gravitate towards visual, auditory, or kinesthetic styles. When designing a course, instructors should incorporate activities that appeal to different learning styles to help all students succeed.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.
There are certain things that make learning to read becoming and literate better for our students. Look at the slide show to learn what some of them are.
This document provides an overview of several topics related to teaching English as a foreign language (TEFL), including human learning, learning theories, and popular language teaching methods from the 1970s. It discusses concepts such as learning vs. training, behaviorism, cognitivism, constructivism, aptitude vs. intelligence, and Gagne's types of learning. Popular 1970s methods summarized are community language learning, suggestopedia, the silent way, total physical response, and the natural approach.
This document discusses effective vocabulary teaching. It begins by explaining that communication is at stake with a limited vocabulary, so teachers should focus on vocabulary. It then outlines the objectives of effective vocabulary teaching, including exposing teachers to new strategies and reflecting on current practices. Finally, it discusses various theoretical approaches and strategies for presenting, practicing, and evaluating vocabulary, such as using visuals, examples, and varied activities for different learning styles. The key implication is that effective vocabulary instruction requires using a variety of teaching methods.
Similar to Nyu Pte Methods For All Content Teachers May 21, 2009 (20)
This document outlines the requirements to become a Chinese instructor in New Jersey, including having a bachelor's degree with a 2.75 GPA or higher, 30 credits in Chinese with 12 at the advanced level, 3 credits in second language acquisition, passing the ACTFL Oral Proficiency Interview and NYU Mandarin 16-Point Proficiency Exam, providing documentation of credentials through an evaluation service, and obtaining a license either as a citizen or through a sworn affidavit and five-year non-citizen license. The document also provides timelines for credential evaluations, exams, credit banking, and receiving a teaching license once all application materials are submitted.
This document summarizes a teacher's first three months of teaching at PS/IS 119 The Glendale school. The teacher teaches Mandarin Chinese to grades 6-8 and has 25 periods per week, including lunch duty twice a week and an after school Mandarin club three days a week. Their responsibilities also include bulletin boards, parent-teacher conferences, and monthly department meetings. They have 14 classes totaling 405 students. The document outlines their first day procedures and daily class routine, and provides advice to future teachers to always have a backup plan and keep a positive attitude.
This document outlines the structure and expectations for several beginner and intermediate level classes. It discusses establishing rules and routines, including assigned seats, punishments and rewards, and the importance of setting expectations. The need for one-on-one conversations with students is emphasized to ensure tradition is upheld and a welcoming environment is created.
This document provides information about the Great Neck South Middle School in New York and its Chinese program. It describes the school district and schools. It then discusses the Chinese teacher's classes, which include students in 6th, 7th, and 8th grades, most of whom are native Chinese speakers. The teacher uses various techniques to teach Chinese such as rhythms, singing, writing characters, technology, and classroom games. Challenges include switching between simplified and traditional Chinese, as well as integrating non-native Chinese speakers. The school environment is supportive but the teacher must work to overcome obstacles and communicate effectively.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
This document discusses using children's literature in a Chinese language classroom to teach young learners about cities in China. It proposes reading a storybook aloud about a panda visiting seven large Chinese cities and their famous tourist sites. After reading, students would locate the cities on a map of China and discuss them. It also describes follow-up extension activities like a "World Traveler" class activity and Chinese calligraphy that reinforce the lesson's objectives of distinguishing and locating the seven cities.
The document summarizes a school trip taken by Albert Leonard Middle School to China in the spring of 2012. The trip included visits to Shanghai for 6 days, Suzhou for 1 day, and Beijing for 4 days. While in Shanghai and Beijing, the students visited local middle schools and participated in cultural activities like tai chi, brush painting, and seal carving. They also toured popular landmarks in Beijing such as Tiananmen Square, the Forbidden City, and the Monument to the People's Heroes. The students were impressed by China's modernization, amazing history, emphasis on education, and food.
The document summarizes a Startalk program that used drama to teach Chinese language and culture. The 2012 program for high school students involved a six-week immersion in Chinese incorporating storytelling, art, and performance based on the classic text "Journey to the West". Students learned about characters, settings, and time periods through role-plays, presentations, and creating their own versions of the journey. The program aimed to better integrate language learning and drama compared to past years.
This document provides a lesson plan for teaching the Chinese fable "Yugong Yishan" or "Moving the Mountains" to 4th grade students. The plan introduces new vocabulary and teaches the "Ba" structure through reading the story. Activities include predicting the plot, numbering heads together to discuss questions, demonstrating "Ba" examples, and having students interview the character Yu Gong. A final project asks students to create their own version of the story in pocket books. The teacher aims to make Yu Gong relatable so students understand obstacles can be overcome through perseverance.
This document provides materials for a thematic unit on the Chinese folktale "Mr. Foolish Moves the Mountain" for beginner Chinese language learners. It includes objectives, assessments, instructional strategies, vocabulary, and sample lesson plans. The story is about an old man named Yu Gong who wants to move two mountains blocking his front door. Through determination and the efforts of future generations, the mountains are eventually moved. Lessons incorporate activities like role plays, retelling, interviews, and creating pocket books to help students understand the cultural meaning and develop language skills.
The document describes the stages of backward design for planning instruction. It includes 3 stages: 1) Identify desired learning outcomes, 2) Determine acceptable evidence of student learning, and 3) Plan lessons and assessments. Each stage is then broken down into more specific steps like setting standards, choosing assessments, and designing units and lessons. Examples are provided for how to approach each step.
The document wishes someone a happy new year in Chinese and apologizes that the author's Chinese is not good. It also mentions the band "Forward Marching Band". The document identifies the author as a student at Trinity.
This document discusses a private school's foreign language program, focusing on its Mandarin Chinese courses. It offers an overview of the school's small size, strong community commitment, and freedom in teaching. The foreign language program starts in pre-K and offers French, Spanish, and Mandarin Chinese. Mandarin Chinese courses are offered from 3rd grade through high school, using project-based and immersive learning approaches. The program also includes performances, field trips to China, and a summer exchange program, but faces challenges in curriculum development, program sustainability, and addressing achievement gaps.
This document summarizes Yun Qin's lesson plan for teaching students to read and retell a simple Chinese story called "Yugong Yi Shan". The lesson plan has the following key points:
1. Students will read the story "Yugong Yi Shan" aloud with the teacher and discuss the beginning, middle, and end.
2. Students will then read the story independently and retell the sequence of events to the teacher.
3. The teacher will explain the structure of stories and have students roleplay parts of the story to practice retelling.
4. As an assessment, students will retell the story to partners to check their comprehension and ability to recount what happened.
The document summarizes a lesson plan for teaching an upper elementary Chinese class about the folktale "Yugong Yishan" (The Foolish Old Man Who Removed the Mountains). The lesson introduces vocabulary, has students make predictions and retell details about the story. It also teaches the "Ba" grammatical structure. Students practice using this structure and complete an activity where they place classroom items in locations using the structure. They then create their own versions of the story in pocket books.
The document discusses the challenges faced by a first-year teacher at P.S. 170 in Brooklyn, New York. It introduces the school's diverse student population and the teacher's responsibilities for a 5th grade ESL self-contained classroom. It outlines challenges in classroom management, balancing the Danielson Framework and PBIS models, and teaching various content areas. Successes come from working with others, seeking help, listening to colleagues, and building relationships.
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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!"
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
19. Self-Awareness Self-Control Self-Motivation Empathy Social Skills Peter Salovery, Yale John Meyer New Haven Reuven Bar-On, Israeli Daniel Goleman Writer
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Editor's Notes
INTRODUCTION Different focus to workshop usual skills, standards, curriculum issues Approach education from a holistic point of view -both teacher and student as WHOLE human beings: made up of complex parts which interact and have an effect on one another; interact with one another and the world around us
Hindu view of the human being: made up of a “house” consisting of mind, body, emotion and spirit
But --Traditional view of the student -- our educational system is generally focused on the “first floor” - where we deal with observable data, information - focused on skills and knowledge base so that young people can become good employees, workers, entrepreneurs and providers for their families – what we might call a success in life
Peter Salovery, Yale; John Meyer New Haven Reuven Bar-On, Israeli Daniel Goleman Writer