This document provides information about the LANE-334-EA: Syntax course for the 2011 term 1, taught by Dr. Shadia Yousef Banjar. The course will cover the basic concepts of syntactic analysis and generative grammar over 14 weeks. It will meet three times per week and include lectures, exercises, and 4 assignments. Students will be evaluated based on exams, assignments, and class presentations. Required texts and recommended additional readings are also listed.
This document outlines guiding principles for grading in a physics class:
1. A student's grade should be determined solely by their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding.
5. Assessments need to incentivize students to do the work required to improve their understanding.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
IELTS is an English language test for higher education and global migration. The test consists of four parts - Listening, Reading, Writing and Speaking. It takes 2 hours and 45 minutes to complete all sections except Speaking. The Speaking section is usually done on a different day from the other parts. IELTS is recognized by universities in countries like Australia, the UK, Canada and others. It is administered by the British Council, IDP Education, and Cambridge Assessment English. Test takers receive a band score from 1 to 9 for each section, with an overall band score ranging from non-user to expert user of English. Proper preparation is important to achieve the required score for university admission or migration
Negative feedback as regulation and second language learningRonald Simoes
This study investigated the effects of corrective feedback within Vygotsky's social cultural theory. It analyzed tutor-learner interactions in an ESL context to see how implicit and explicit feedback impacted development. Results showed that with mediation, learners moved from other-regulation to self-regulation, internalizing assistance and gaining independent linguistic ability. However, the small participant size limited generalizability.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and their causes, as well as how to design projects to meet language learning objectives and assess student performance.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and how to address them through setting clear expectations and individual accountability.
This document provides information about the LANE-334-EA: Syntax course for the 2011 term 1, taught by Dr. Shadia Yousef Banjar. The course will cover the basic concepts of syntactic analysis and generative grammar over 14 weeks. It will meet three times per week and include lectures, exercises, and 4 assignments. Students will be evaluated based on exams, assignments, and class presentations. Required texts and recommended additional readings are also listed.
This document outlines guiding principles for grading in a physics class:
1. A student's grade should be determined solely by their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding.
5. Assessments need to incentivize students to do the work required to improve their understanding.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
IELTS is an English language test for higher education and global migration. The test consists of four parts - Listening, Reading, Writing and Speaking. It takes 2 hours and 45 minutes to complete all sections except Speaking. The Speaking section is usually done on a different day from the other parts. IELTS is recognized by universities in countries like Australia, the UK, Canada and others. It is administered by the British Council, IDP Education, and Cambridge Assessment English. Test takers receive a band score from 1 to 9 for each section, with an overall band score ranging from non-user to expert user of English. Proper preparation is important to achieve the required score for university admission or migration
Negative feedback as regulation and second language learningRonald Simoes
This study investigated the effects of corrective feedback within Vygotsky's social cultural theory. It analyzed tutor-learner interactions in an ESL context to see how implicit and explicit feedback impacted development. Results showed that with mediation, learners moved from other-regulation to self-regulation, internalizing assistance and gaining independent linguistic ability. However, the small participant size limited generalizability.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and their causes, as well as how to design projects to meet language learning objectives and assess student performance.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and how to address them through setting clear expectations and individual accountability.
Towards Standardization: Designing Exit Tests for LevelsHuan Zhou
No changes to content or instructions. Added clarification that students can use their own words and sentence structures.
Task Two # of Prompts 3 2
Weighting 50% 50%
Specifications No changes to prompts Deleted "Compare studying English in your country and studying English in Canada" prompt due to lack of relevance for some students. Added new prompt "Describe your experience learning English so far."
Marking Holistic Scale Analytic Rubric:
Rubric Content (10)
Organization (5)
Language Use (10)
Vocabulary (5)
Total (30)
Overall: The revisions aimed to increase reliability, validity and fairness of
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
Hensley - Speaking feedback | 20 Jan 2012Nagasaki JALT
Hensley reported on his development of a combined conversational storytelling and learner noticing through self-transcription course in which student pairs were trained and instructed to self-transcribe their own recorded conversations.
Though only reporting on his initial implementation of such a course, Hensley indicated that, while the effects of self-transcription may be hard to measure in learners’ performance, the conversational storytelling appeared to be having a positive effect
on learners’ fluency.
Listen - The Gist is in the Detail IH WebinarChris Ożóg
The document discusses improving listening lessons by focusing more on decoding skills. It suggests adding exercises that help learners understand challenging parts of a listening text by breaking them down. These exercises include transcribing short sections, counting words, simplifying language in steps, and noticing features like connected speech. The document emphasizes that comprehension comes from details, so lessons should diagnose difficulties and spend more time on decoding aspects of spontaneous spoken language.
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
The effects of explicit instruction in elementary to-intermediate EFL student...Maximiliano Ayala
This document summarizes a thesis that studied the effects of explicit pronunciation instruction on elementary to intermediate EFL students' intelligibility when reading aloud. It conducted an 8-session pedagogical intervention teaching pronunciation features like vowels, consonants, word stress, rhythm, and intonation. Pre- and post-tests of students reading passages were analyzed and showed improvements in intelligibility across various elements of speech. The study concluded that explicit instruction helps increase EFL students' intelligibility when reading aloud and provides necessary knowledge for language teachers. Some limitations were the short intervention time and lack of measuring spontaneous speech improvement.
This lesson plan aims to teach Year 4 students about verbs related to body movement through a song. The 60-minute lesson has three stages:
1. Introduction: A video on body parts is shown to introduce the topic. Students list body parts in the song and answer questions.
2. Presentation: Flashcards of verbs are presented and students practice pronunciation. They guess meanings by acting out verbs.
3. Practice: Students are given a worksheet with lyrics containing missing verbs. They fill in the blanks and learn the verbs are actions. The lesson evaluates students' understanding of verbs.
The document contains examples of rubrics and checklists used to evaluate different language skills. It includes rubrics to assess writing skills through a six-trait model and presentation skills. It also includes checklists to evaluate listening, reading, group work, and general language progress over time. The rubrics and checklists focus on various language areas, including ideas, organization, word choice, voice, sentence structure, conventions, preparation, visual aids, logic, eye contact, not reading from notes, volume, clarity, topic attention, focus, organization, transitions, mechanics.
This document discusses assessment tools that can be used to evaluate reading performance within a problem-solving model. It describes five components of the reading process: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each component, it outlines how deficits can be assessed using various tests, including curriculum-based measurements, norm-referenced tests, and criterion-referenced tests. These assessments are designed to identify students' instructional needs and monitor their progress in order to inform effective reading instruction.
This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
2018 - TPD- Kindergarten Level Practicum - Planilla de Video 2 - Eccheriaeccheri
The document provides feedback on a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments. Areas for improvement included classroom arrangement, ensuring all students could see and hear, gaining students' full attention, and pronunciation. The observer gave the teacher a rating of 8 out of 10 and praised their hard work, encouraging fuller student participation.
This document consists of a slideshow presentation by Lawrie Hunter at Kochi University of Technology. The presentation covers several key lessons and discoveries from Hunter's career in education, including that grammar is less important than pattern recognition and readability in language learning, argument structure is easier to map than write as text, and authentic tasks that help learners forget they are learning are most effective. Hunter also shares examples of presentation and writing exercises designed to improve learning. The overall message is gratitude to students for the insights they provided into how to design every moment for optimal learning.
The document outlines an assignment where students choose a type of factoring to create a presentation on, with practice problems and test questions, and their grade will be based on the presentation, problems, and average test score from their classmates. It provides instructions on the process of choosing a topic, creating a PowerPoint, developing practice and test problems, and being evaluated using a rubric. The conclusion wishes students good luck on the upcoming exam.
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document outlines how to plan a Chinese language unit using the 5Cs (Communication, Cultures, Connections, Comparisons, Communities) and backward design principles. It provides an example unit on sports that incorporates setting objectives, standards, assessments, lessons, activities and resources. Lessons include vocabulary learning, guided questions, supplementary readings and cultural presentations comparing sports in China and the US. The goal is to effectively teach Chinese aligned with standards through comprehension activities and applying language in different contexts.
This document provides the daily lesson log for Grade 5-B of Lawagan Elementary School for the first quarter, week 6. It outlines the objectives and learning resources for different subjects including Filipino, English, Arts, Panitikan, MAPEH, ESP, Math, Science and EPP. The procedures section describes the learning tasks and activities for each subject such as discussing poems in Filipino class and identifying rhythmic patterns in Music class. Resources listed include textbooks, additional materials like videos and worksheets. The evaluation section asks students to answer questions about the lessons.
This document discusses mentoring colleagues and the role of an instructional coach. It provides an overview of the Australian Professional Standards for Teachers, which outline what teachers should know and be able to do at various stages of their career. An instructional coach can help mentors grow by modeling high-level teaching skills, supporting colleagues undergoing accreditation, and establishing a professional learning hub for workshops, observations, and sharing best practices. The coaching process involves setting goals, lesson planning, observations, and debrief meetings to help teachers improve.
Leadership in Languages MLTANSW workshop 2015MLTA of NSW
The document discusses challenges facing language programs at Ravenswood, a girls' school in Sydney. It asks how to increase student numbers in senior language classes to avoid combining HSC and IB classes. Another trend is more students choosing the IB diploma over the HSC, impacting language class structures. Suggested strategies include engaging students through interesting programs, external accreditation opportunities, immersion experiences, and flexibility in timetabling. The document advocates fighting to ensure quality time, dedicated spaces, resources, and passionate teachers for language programs.
Towards Standardization: Designing Exit Tests for LevelsHuan Zhou
No changes to content or instructions. Added clarification that students can use their own words and sentence structures.
Task Two # of Prompts 3 2
Weighting 50% 50%
Specifications No changes to prompts Deleted "Compare studying English in your country and studying English in Canada" prompt due to lack of relevance for some students. Added new prompt "Describe your experience learning English so far."
Marking Holistic Scale Analytic Rubric:
Rubric Content (10)
Organization (5)
Language Use (10)
Vocabulary (5)
Total (30)
Overall: The revisions aimed to increase reliability, validity and fairness of
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
Hensley - Speaking feedback | 20 Jan 2012Nagasaki JALT
Hensley reported on his development of a combined conversational storytelling and learner noticing through self-transcription course in which student pairs were trained and instructed to self-transcribe their own recorded conversations.
Though only reporting on his initial implementation of such a course, Hensley indicated that, while the effects of self-transcription may be hard to measure in learners’ performance, the conversational storytelling appeared to be having a positive effect
on learners’ fluency.
Listen - The Gist is in the Detail IH WebinarChris Ożóg
The document discusses improving listening lessons by focusing more on decoding skills. It suggests adding exercises that help learners understand challenging parts of a listening text by breaking them down. These exercises include transcribing short sections, counting words, simplifying language in steps, and noticing features like connected speech. The document emphasizes that comprehension comes from details, so lessons should diagnose difficulties and spend more time on decoding aspects of spontaneous spoken language.
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
The effects of explicit instruction in elementary to-intermediate EFL student...Maximiliano Ayala
This document summarizes a thesis that studied the effects of explicit pronunciation instruction on elementary to intermediate EFL students' intelligibility when reading aloud. It conducted an 8-session pedagogical intervention teaching pronunciation features like vowels, consonants, word stress, rhythm, and intonation. Pre- and post-tests of students reading passages were analyzed and showed improvements in intelligibility across various elements of speech. The study concluded that explicit instruction helps increase EFL students' intelligibility when reading aloud and provides necessary knowledge for language teachers. Some limitations were the short intervention time and lack of measuring spontaneous speech improvement.
This lesson plan aims to teach Year 4 students about verbs related to body movement through a song. The 60-minute lesson has three stages:
1. Introduction: A video on body parts is shown to introduce the topic. Students list body parts in the song and answer questions.
2. Presentation: Flashcards of verbs are presented and students practice pronunciation. They guess meanings by acting out verbs.
3. Practice: Students are given a worksheet with lyrics containing missing verbs. They fill in the blanks and learn the verbs are actions. The lesson evaluates students' understanding of verbs.
The document contains examples of rubrics and checklists used to evaluate different language skills. It includes rubrics to assess writing skills through a six-trait model and presentation skills. It also includes checklists to evaluate listening, reading, group work, and general language progress over time. The rubrics and checklists focus on various language areas, including ideas, organization, word choice, voice, sentence structure, conventions, preparation, visual aids, logic, eye contact, not reading from notes, volume, clarity, topic attention, focus, organization, transitions, mechanics.
This document discusses assessment tools that can be used to evaluate reading performance within a problem-solving model. It describes five components of the reading process: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each component, it outlines how deficits can be assessed using various tests, including curriculum-based measurements, norm-referenced tests, and criterion-referenced tests. These assessments are designed to identify students' instructional needs and monitor their progress in order to inform effective reading instruction.
This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
2018 - TPD- Kindergarten Level Practicum - Planilla de Video 2 - Eccheriaeccheri
The document provides feedback on a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments. Areas for improvement included classroom arrangement, ensuring all students could see and hear, gaining students' full attention, and pronunciation. The observer gave the teacher a rating of 8 out of 10 and praised their hard work, encouraging fuller student participation.
This document consists of a slideshow presentation by Lawrie Hunter at Kochi University of Technology. The presentation covers several key lessons and discoveries from Hunter's career in education, including that grammar is less important than pattern recognition and readability in language learning, argument structure is easier to map than write as text, and authentic tasks that help learners forget they are learning are most effective. Hunter also shares examples of presentation and writing exercises designed to improve learning. The overall message is gratitude to students for the insights they provided into how to design every moment for optimal learning.
The document outlines an assignment where students choose a type of factoring to create a presentation on, with practice problems and test questions, and their grade will be based on the presentation, problems, and average test score from their classmates. It provides instructions on the process of choosing a topic, creating a PowerPoint, developing practice and test problems, and being evaluated using a rubric. The conclusion wishes students good luck on the upcoming exam.
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document outlines how to plan a Chinese language unit using the 5Cs (Communication, Cultures, Connections, Comparisons, Communities) and backward design principles. It provides an example unit on sports that incorporates setting objectives, standards, assessments, lessons, activities and resources. Lessons include vocabulary learning, guided questions, supplementary readings and cultural presentations comparing sports in China and the US. The goal is to effectively teach Chinese aligned with standards through comprehension activities and applying language in different contexts.
This document provides the daily lesson log for Grade 5-B of Lawagan Elementary School for the first quarter, week 6. It outlines the objectives and learning resources for different subjects including Filipino, English, Arts, Panitikan, MAPEH, ESP, Math, Science and EPP. The procedures section describes the learning tasks and activities for each subject such as discussing poems in Filipino class and identifying rhythmic patterns in Music class. Resources listed include textbooks, additional materials like videos and worksheets. The evaluation section asks students to answer questions about the lessons.
This document discusses mentoring colleagues and the role of an instructional coach. It provides an overview of the Australian Professional Standards for Teachers, which outline what teachers should know and be able to do at various stages of their career. An instructional coach can help mentors grow by modeling high-level teaching skills, supporting colleagues undergoing accreditation, and establishing a professional learning hub for workshops, observations, and sharing best practices. The coaching process involves setting goals, lesson planning, observations, and debrief meetings to help teachers improve.
Leadership in Languages MLTANSW workshop 2015MLTA of NSW
The document discusses challenges facing language programs at Ravenswood, a girls' school in Sydney. It asks how to increase student numbers in senior language classes to avoid combining HSC and IB classes. Another trend is more students choosing the IB diploma over the HSC, impacting language class structures. Suggested strategies include engaging students through interesting programs, external accreditation opportunities, immersion experiences, and flexibility in timetabling. The document advocates fighting to ensure quality time, dedicated spaces, resources, and passionate teachers for language programs.
This document discusses qualities of effective leadership and team management. It begins by outlining Australian teaching standards regarding professional engagement and ethics. It then presents qualities of effective leaders, including prioritizing, decision-making, respecting staff, setting goals together, and leading by example with integrity. The document also identifies poor leadership qualities like indecisiveness, not fighting for one's team, and micromanaging. Finally, it suggests discussing scenarios to demonstrate how skills, relational qualities, and personal character can help solve problems faced by leaders.
This document provides an overview of a workshop about unpacking the Australian Professional Standards for Teachers for accreditation in New South Wales. It discusses the four levels of accreditation, the three domains and focus areas of the standards, and how the standards are numbered. It also covers the process for maintaining proficient teacher accreditation, including professional development requirements. Teachers must meet requirements in specific standard descriptors and undertake further studies or complete a professional development progress report. The document provides information on developing a professional learning plan and lists useful resources for teachers.
This document provides guidance for developing effective K-10 language programs. It discusses key elements to consider, such as the purpose of the program, format, topics, goals and how they will be assessed. Different approaches are outlined, including understanding backwards design and using a multidisciplinary approach. The importance of scope and sequence, program and unit outlines, teaching strategies, evaluation and assessment types are explained. Questions to guide planning and reflection at each stage of program development are provided.
Maria Lobytsyna - Using Authentic, Online textsMLTA of NSW
This document discusses using authentic audio-visual texts in language classrooms. It provides examples of audio-visual resources used such as documentaries, interviews, films and songs. It also discusses platforms like Moodle and Edmodo that can be used and the importance of audio-visual texts in language curriculums. Challenges in teaching comprehension of audio-visual texts and developing higher-order thinking skills are also addressed. The document concludes with considerations around copyright and ways to embed and use audio-visual content within online courses.
Kylie Farmer, AFMLTA Australian Curriculum: LanguagesMLTA of NSW
This document discusses the Australian Federation of Modern Language Teachers' Associations (AFMLTA) and the Australian Curriculum. It outlines AFMLTA's vision and strategic plan, which focuses on member services, leadership/advocacy, research, and governance. It provides information on AFMLTA's support for languages teachers, including professional recognition awards, resources, and representation in curriculum development. The document also summarizes implementation timelines and benefits of the Australian Curriculum: Languages for students, teachers, and language education overall.
William De Jean - From Fading to FlourishingMLTA of NSW
This document discusses reconnecting the personal and professional aspects of one's career. It outlines three lessons: stay connected to yourself, speak to each other about who you are as a group, and that any actions taken to improve yourself or your community will benefit your entire profession.
Caroline david how to motivate students and make languages central - no photosMLTA of NSW
The document discusses strategies for increasing language learning participation rates at Smith's Hill High School. It notes that 100 students were surveyed about their motivations, which included overseas study tours, interesting classes, passionate teachers, a sense of achievement, choice of languages, and contact with native speakers. It then provides many tactics for connecting with students early, building rapport, gaining administrative support, engaging students through interactive activities, using technology and media, emphasizing the benefits of language learning, and organizing overseas study tours. The overall aim is to promote language programs and increase student enrollment numbers.
John Hajek presented many ideas to inspire language teachers on how to maintain student engagement with language learning beyond mandatory schooling. He suggested unconventional marketing strategies like using humor, celebrity endorsements, and popular songs translated into other languages. He also emphasized raising expectations for language learning and addressing issues like underfunding, perceptions that languages are too difficult, and lack of support from principals. The goal is to increase the desire for language learning and overcome the challenges facing languages in Australian schools and society.
Melissa gould drakeley – engaging primary students with digital resourcesMLTA of NSW
Primary students can be engaged with digital resources like Buddy Poke for practicing speaking, creating avatars to personalize learning, and playing memory and vocabulary games online. Consolidating knowledge can be done on Quia through games and quizzes on various topics. Class tools provides widgets and activities to extend student learning, such as quizzes on Indonesian time indicators.
Penelope johnstone using advertising commercials to teach language and cultureMLTA of NSW
Penelope Johnstone presented on programming for transitioning Italian language learning from primary to secondary school. She discussed using a song about weather to teach vocabulary across grades in an engaging way. Students created fashion shows displaying appropriate clothing for different seasons. Technology like video conferencing was used to strengthen collaboration between schools and improve language skills through peer teaching. The presentation aimed to facilitate long-term retention of Italian vocabulary and ensure a smooth transition to secondary language studies.
Carmelina fede – flipping the classroomMLTA of NSW
This document describes a flipped classroom model for teaching grammar. In a traditional grammar lesson, a new concept is introduced, notes are taken, and exercises are completed for homework. In the flipped model, exercises are completed in class with individual assistance, and a composition exercise requiring deeper understanding is assigned. The flipped model involves recording lessons and posting them online for students to access from home to free up class time for active learning activities like peer tutoring and exercises with teacher guidance. Potential pros are reusable resources, opportunities for tutoring and guidance, and less work taken home, though cons include time to prepare recordings and student access to technology.
Lynda kartout alliance francaise – support for french teachersMLTA of NSW
This document outlines the French language and cultural programs offered by the Alliance Française de Sydney for schools in 2014. It includes a simulated "Tour de France" program that teaches French regions through the adventures of the character Kadel the Kangaroo. Other programs include French story times, term and holiday classes for kids and teens, workshops on French culture, pronunciation and preparing for the HSC. It also describes the NSW French Challenge exams and "La Perouse" competition for selected students.
Jonathan petersen indonesian at coffs harbour ccsMLTA of NSW
The document discusses strategies for teaching Indonesian language at Coffs Harbour Christian School. It outlines four key approaches: maintaining continuity from primary to tertiary education; promoting the language within the school; linking with the local Indonesian community; and adopting a whole school focus on the language. Recent achievements in implementing these approaches are also mentioned.
Barbara schaffer dec connected classroom blogMLTA of NSW
The document discusses the benefits that blogs can provide for teachers and students. It states that blogs allow teachers to connect with others, share information, promote reflection and dialogue, curate content, and create an ongoing record of events and learning. Blogs also provide an authentic audience for student writing and allow them to showcase successes. The document encourages challenging oneself by reading, commenting on, and creating blogs, as well as setting them up for students. It notes blogs can be used to create engaging content and foster collaboration among teachers, students, and wider communities.
Some universities in New South Wales, including the University of New South Wales, give bonus points to students who achieve excellent results in subjects directly related to the courses they apply for. These bonus points are calculated automatically and can increase a student's chances of receiving an offer. While bonus points are not exclusive to language students, studying a second language can fulfill requirements for certain degrees and enhance personal growth opportunities like studying abroad. There is potential to foster cooperation between Go8 universities on policies around bonus points and language learning.
The document summarizes the NSW Board of Studies review of languages education, which includes 6 proposals to improve and expand language learning in NSW. The proposals focus on making languages mandatory in primary school, increasing flexibility and hours of language learning in high school, strengthening recognition of language proficiency, and raising the overall profile of languages education. It also provides an update on the development of the Australian Curriculum, including restructuring of strands and delayed timeline for implementation.
Building Community Beyond the Staffroom aims to connect teachers online through a Ning community. The community provides a space for teachers to share resources and support, discuss relevant topics, and collaborate with one another. It serves as a one-stop shop through integrated sites and functions like forums, chat, and regular updates to foster a more active and supportive environment for teachers.
This document outlines a program called "Expanding Horizons with Asia" that was launched by the Sydney Regional Director to incorporate Hindi language and Indian culture into the curriculum of 7 primary schools in Sydney. The program aimed to teach students about India through history, geography, literature, festivals, music, dance and art. Each school participated in weekly Hindi lessons and bi-termly video conferences. Teachers integrated language, culture and arts across terms with a focus on Holi, crafts, cooking and Diwali. The program compared facts about Australia and India such as geography, population density, and national symbols. There were plans to continue and expand the program to more schools in the following years.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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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
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'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.
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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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
3. Introduction
• On-line poll
• Previous research
• Overview
• Research Questions
• Participants
• Theoretical Framework
• Data Collection
• Data Analysis
• Findings
• Conclusion
4. On-line Poll
“What forms of feedback on student’s writing do you
use?”
Use of text-messages by a mobile phone
Type 36263 in your text message.
Also type any code(s) listed below.
Send your message to 0429 883 481.
Codes
WCOM – Written comments
CD – Codes
WCOM&CD – Written comments with codes
WCON – Writing conference in class
TSFS – Teacher-student feedback session
PFS – Peer feedback session
TFS – Tutor feedback session
OTH – Other forms of feedback session
5. Previous Research
• Teachers’ written feedback
Use of direct correction and underlines: Chandler (2003),
Appropriation: Tardy (2006)
Ambiguity: Leki (1990)
• Face-to-face teacher-student feedback sessions
Negotiation: Goldstein & Conrad (1990)
Stress situations: Ferris (2003)
• Face-to-face peer feedback sessions
53% of uptake: Mendonca & Johnson (1994)
5% of uptake: Connor & Asenavage (1994)
Possible decrease in quality: Nelson & Murphy (1993)
• Face-to-face tutor feedback sessions
Negotiation: Kobayashi (2007) Williams (2004)
8. Research questions
1. What contributes to improved revisions in
subsequent texts of VCE students of Japanese?
2. What hinders revisions in subsequent texts?
3. What differences in interactions are displayed by
student at different developmental levels?
9. Participants
Writers Tutors
High School Students in Australia (A) Japanese University Students in Japan (J)
Name Year Japanese Background Name University English Overseas
(pseudonym) Level Study (pseudonym) Level Level Experience
Shane Year 11 5 years Born in Yoshiko 3rd Year Intermediate Nil
+ A
2 week stay Cantonese
in J
Victor Year 12 4 years Born in A Keiko 4th Year Intermediate Nil
Chinese Sat
Primary
School
Ken Year 12 5 years Born in J Hanae 4th Year Advanced 3 yrs in US
3 years in J Mature-age
Student
10. Data Collection
• Student’s writings
• Draft, revised draft during the interaction & post test
• Audio recordings
• Feedback sessions & follow-up interviews
• Screen capture & video recording
• Records of what each dyad involved
• Back up data
11. Devices for Data Collection
Desk-top web camera
Audio line splitter
Digital video camera
Monitor Line-out jack
Line-in jack
Headphone with a microphone
Digital voice recorder
14. Theoretical Framework
The zone of proximal development (ZPD)
(Vygotsky 1985)
Possible
development
level with
assistance
ZPD
Current student
independent level
15. Data Analysis
• 5 levels of internalisation from interpsychological
to intrapsychological functioning
(Aljaafreh & Lantolf 1994)
• Regulatory Scale (RS)
(Aljaafreh & Lantolf 1994)
• Product oriented criteria for writing tasks
16. Modified from the 5 levels of internalisation from
interpsychological to intrapsychological functioning
(Aljaafreh & Lantolf 1994, p.470)
Learner can notice the error correct the error
Learner’s With Without With Without
Level help help help help
Level 1 X X X X
Level 2 Only with explicit help
√ ?
Level 3 Understands assistance &
√ √ incorporates feedback offered.
Level 4 Correct form is not yet fully
√ ? internalised.
Level 5
√ √
17. Regulatory Scale (Aljaafreh & Lantolf 1994, p.471)
Tutor’s assistance - implicit to explicit
0 Tutor asks the learner to read prior to the tutorial
1 Construction of a collaborative frame prompted by the presence of the tutor.
2 Prompted or focussed reading of the sentence that contains the error by the learner or the tutor.
3 Tutor indicates that something may be wrong in a segment – ‘Is there anything wrong in …?’
4 Tutor rejects unsuccessful attempts at recognising the error.
5 Tutor narrows down the location of the error.
6 Tutor indicates the nature of the error, but does not identify the error.
7 Tutor identifies the error – ‘ You can not use Te-form here’.
8 Tutor rejects learner’s unsuccessful attempts at correcting error.
9 Tutor provides clues to help the learner arrive at the correct form.
10 Tutor provides the correct form.
11 Tutor provides some explanation for use of the correct form.
12 Tutor provides examples of the correct pattern when other forms of help fail to produce an appropriate
responsive action.
18. Findings
1. What contributes to improved revisions in
subsequent texts of senior high students of
Japanese?
• Long, collaborative interaction
– beginning level or high syntax/ lexicon complexity
• Short, less collaborative interaction
– accomplished items or lower syntax/ lexicon complexity
19. Findings
Long, collaborative interaction on complex item
Evidence of other-regulation
Excerpt 1 (Shane’s 2nd Draft: successful revision in the post test)
1 Yoshiko: はい。さようならの前に‘早いへんじをかくて下さい’は、書くのテ・フォームは、どうぞ。(RS 7)
Yes. As for ‘Please write a reply soon’ before ‘goodbye’, what is the Te Form of ‘write’? Go ahead.
2 Shane: かき、書きます…かきて、ふふふ。
‘Write, write...to writing, hehehe.
3 Yoshiko: ふふふ。書くのテ・フォーム。 (RS 8)
Hehehe. Te Form of ‘write’.
4 Shane: かってですか。
Is that ‘Katte’?
5 Yoshiko: あっ、ちょっと、違います。 (RS 8)
Ah, not quite.
6 Shane: ううむ。早いへんじを…かきます。すみません。分からない。
Um. A reply soon … write. I am sorry, I cannot do it.
7 Yoshiko: はい、いいですよ。書いてです。 (RS 10: Tutor provides the correct form.)
That’s fine. It’s ‘Kaite’. (Level 2)
8 Shane: 書いて。ああ。そうですね。
‘Kaite’. Ah. That’s right, isn’t it?
9 Yoshiko: そう。
Yes.
10 Shane: 書きますだす、ですから。
Because of ‘Kakimasu’.
11 Yoshiko:はい。
Yes.
20. Findings
Evidence of more self-regulation
Excerpt 2 (Shane’s 3rd Draft: successful revision in the post test)
1 Shane: 山田さん、うまれったの文はだいじょうぶですか。
Ms Yamada, is the sentence of ‘umaretta’ OK.
2 Yoshiko: そうでうね。生まれるのパストフォームは何ですか。
Well. What is the past form of ‘Umareru’?
3 Shane: 生まれた。 (Level ¾)
‘Umareta’.
4 Yoshiko: うん。生まれた。そうですね。なので、これも。
Yes. ‘Umareta’. That’s right. So, this one also…
21. Findings
Shorter interaction on a lexical item
Excerpt 3 (Shane’s 2nd Draft: successful revision in the post test)
ヲンバット
O n ba t
1 Yoshiko: ええと、ウォンバットとか。そうですね。ええと、カタカナのウに小さいオをつけて、
ウォンバットといいます。
Um, wombat. Let me see. Well, we say ‘Wombatto’, adding a small ‘o’ to ‘u’ in Katakana.
2 Shane: はい。
Yes.
3 Yoshiko: 大きいウに小さいオで‘ウォ’。
‘Wo’ adding a small ‘o’ to big ‘u’.
4 Shane: 小さいオ。OK.はい。じゃ、ウォンバットです?
A small ‘o’. OK. Yes. Then, here is ‘Wonbatto’?
22. Findings
2. What hinders revisions in subsequent texts?
- Lack of collaboration (Storch, 2002; Watanabe & Swain 2007)
- Avoidance of mistakes in the post tests
23. Findings
3. What differences in interactions are displayed by students at
different development levels?
Weak student – dependant, short utterances
- Short utterances:
Approximately 77% of Ken’s turns were 1 or 2 word utterances.
Less collaborative dialogues
25. Conclusion
• Improvement (Watanabe & Swain, 2007)
Shift from other-regulation to self-regulation
(Aljaafreh & Lantolf, 1994)
• Possible pedagogical practice at secondary level
Use of L1 to consider for weak students
• Possibly beneficial to teacher candidates in Australia & Japan