On day 2 we looked at some issues related to reading lessons, engaging students with communicative tasks and started to look at ways teachers can collect and share information.
Part 1 great opportunities great expectationsSeltAcademy
Intensive programs often face problems meeting high expectations but broader perspectives on teaching and learning can provide solutions. Effective teaching patterns that embrace change can lead to more effective learning outcomes for intensive programs seeking to meet great expectations through great opportunities.
The document discusses three approaches to language testing: classical, discrete, and integrative. The classical approach emphasizes grammatical rules, memorizing vocabulary, and translating texts. The discrete approach tests language components separately. The integrative approach emphasizes mastering integrative skills and tests students on multiple skills simultaneously through tests like cloze tests and writing compositions. Each approach has strengths and weaknesses for assessing students' language abilities.
Sustainable Solar Power-The Solution to Providing Energy for Low Cost HousingEES Africa (Pty) Ltd
South Africa faces a challenge in providing housing and energy access for low-income households. This document discusses how solar power can provide a sustainable and cost-effective solution for energy needs in low-cost housing. It describes the different types of solar panels and components involved in a solar power system. For low-power applications suitable for low-cost housing, the document recommends using a 30W solar panel, deep-cycle lead crystal battery, battery regulator, and small 40W inverter to power lights and device charging for under R1000. Solar power can help address energy access while reducing environmental impact.
This document discusses language assessment and L2 writing assessment. It covers the general features of language assessment, defining the construct of L2 writing ability, and the framework of task characteristics. The document provides an agenda that includes introductions, defining assessment, the purpose of L2 writing assessment, assessment decisions, the target language use domain, language task characteristics, and an activity examining test items. It aims to help understand L2 writing assessment in order to make informed decisions based on assessment results.
Helping Teachers Meet Learner Needs Through Innovative Online Diagnostic Asse...CALPER
This document summarizes a presentation on an innovative online diagnostic assessment tool that provides dynamic assessment of language learners. The presentation included demonstrations of Chinese and French language tests and an explanation of test design, scoring procedures, and how learner profiles are generated. The tool aims to help teachers meet diverse learner needs through computerized dynamic assessment and mediation delivered via prompts within an online test format. Group data was presented showing learning gains from pre- to post-testing across various language skills and levels for different languages.
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
PPT presentation by Matthew E. Poehner for the LARC/CALPER 2011-2014 Webinar Series on Language Assessment. Author discusses formative assessment and explains some aspects of dynamic assessment.
Part 1 great opportunities great expectationsSeltAcademy
Intensive programs often face problems meeting high expectations but broader perspectives on teaching and learning can provide solutions. Effective teaching patterns that embrace change can lead to more effective learning outcomes for intensive programs seeking to meet great expectations through great opportunities.
The document discusses three approaches to language testing: classical, discrete, and integrative. The classical approach emphasizes grammatical rules, memorizing vocabulary, and translating texts. The discrete approach tests language components separately. The integrative approach emphasizes mastering integrative skills and tests students on multiple skills simultaneously through tests like cloze tests and writing compositions. Each approach has strengths and weaknesses for assessing students' language abilities.
Sustainable Solar Power-The Solution to Providing Energy for Low Cost HousingEES Africa (Pty) Ltd
South Africa faces a challenge in providing housing and energy access for low-income households. This document discusses how solar power can provide a sustainable and cost-effective solution for energy needs in low-cost housing. It describes the different types of solar panels and components involved in a solar power system. For low-power applications suitable for low-cost housing, the document recommends using a 30W solar panel, deep-cycle lead crystal battery, battery regulator, and small 40W inverter to power lights and device charging for under R1000. Solar power can help address energy access while reducing environmental impact.
This document discusses language assessment and L2 writing assessment. It covers the general features of language assessment, defining the construct of L2 writing ability, and the framework of task characteristics. The document provides an agenda that includes introductions, defining assessment, the purpose of L2 writing assessment, assessment decisions, the target language use domain, language task characteristics, and an activity examining test items. It aims to help understand L2 writing assessment in order to make informed decisions based on assessment results.
Helping Teachers Meet Learner Needs Through Innovative Online Diagnostic Asse...CALPER
This document summarizes a presentation on an innovative online diagnostic assessment tool that provides dynamic assessment of language learners. The presentation included demonstrations of Chinese and French language tests and an explanation of test design, scoring procedures, and how learner profiles are generated. The tool aims to help teachers meet diverse learner needs through computerized dynamic assessment and mediation delivered via prompts within an online test format. Group data was presented showing learning gains from pre- to post-testing across various language skills and levels for different languages.
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
PPT presentation by Matthew E. Poehner for the LARC/CALPER 2011-2014 Webinar Series on Language Assessment. Author discusses formative assessment and explains some aspects of dynamic assessment.
Using iPads for Adult Learners CAACE 2015Cathybosco
1) The document discusses using iPads in the adult classroom and provides resources for finding apps to enhance learning.
2) Some recommended apps include Goodnotes for annotating texts collaboratively, Educreations for "flipping" the classroom by recording lessons, and Newsela for accessing leveled non-fiction articles.
3) The document encourages teachers to explore different apps to increase their comfort with technology and to start small when integrating iPads into lessons.
S7 technology teaching palette adam blackwood - summaryAdam Blackwood
An outline of some of the quick easy ways, technology can be used to help with teaching and lesson activities All links referred to can be quickly accessed at http://tiny.cc/S7Adam
This document summarizes a webinar about using apps in the PYP classroom. The webinar introduces apps that can assist students in investigating, creating, communicating, collaborating and organizing their learning. It connects app use to PYP concepts, themes and skills using Bloom's taxonomy and the SAMR model. Three apps are highlighted: Book Creator for creating books, Stop Motion for stop-motion videos, and Puppet Pals for digital storytelling. The webinar provides examples of how each app can be used and links them to learner profiles and transdisciplinary skills. The goal is to provide practical app ideas that enhance learning in meaningful ways.
iPads and the primary computing curriculumJEcomputing
This document discusses using iPads to enhance delivery of the Primary Computing Curriculum. It outlines pros of iPads such as allowing pupils to develop key computing and other skills by working with multimedia. Some limitations are areas that are difficult to teach, such as computer science theory, and skills like touch typing. The document explores effective iPad apps for different curriculum areas, like Book Creator for presenting knowledge, iMovie for video editing, and Pic Collage for creating posters. It provides examples and guidance on using the apps to develop pupils' skills while meeting curriculum objectives.
Future of Education (E-Learning with Mobile Technology)Rodney Toh
The document discusses the Universal Education Deployment Platform (UEDP), an online learning platform that aims to empower teachers and facilitate eLearning through various technological tools. The UEDP allows educators to create course materials, interact with students, assess performance, and host fully online courses through features like video lectures, online exams, forums and ePublishing capabilities. It is a flexible platform that can be customized for different needs and scaled from small classes to large institutions.
This document outlines computing curriculum projects for students in years 7-9. It includes 14 original projects covering topics such as digital literacy, citizenship, creativity and computing. Each project provides learning objectives, outcomes, tasks and a link to a presentation with additional resources. Software and websites used include Kodu, Google Apps, Snapguide and Screenr. The aims are to develop confident digital citizens who can use technology safely and productively.
The document introduces Google Developer Student Clubs (GDSC), which are university-based communities for students interested in Google developer technologies. The vision is for GDSCs to be peer-learning environments where students can develop their knowledge and build solutions for local businesses and communities. It provides details on GDSC programs including hands-on workshops in web development, DevOps, IoT and study jams, as well as events like Git 101, One Day Informatics, mini projects, and the Google Solution Challenge. It highlights that through GDSCs students can learn leadership, teamwork and technologies while also making an impact.
NCTIES How to use ipads in a Non 1:1 Environmentleasc
This document provides guidance on managing iPads in a non 1:1 classroom environment. It discusses using protective cases, syncing carts, transporting iPads, and establishing student rules. It also recommends creation apps that allow for higher-order thinking skills over gaming apps. Specific recommended creation apps include Puppet Pals, Scribble Press, Pic Collage, Educreations, Audioboo and Popplet Lite. The document also provides examples of lesson workflows using apps like Edmodo, Dropbox, Google Drive and Showbie to collect student work.
The document summarizes a project called Students as Learning Designers developed by Macquarie ICT Innovations Centre. The project uses technology and collaborative teaching strategies to provide an authentic learning context for students to explore perceptions of learning and teaching while developing higher-order thinking skills. Students design interactions and collaborations to investigate topics like how rainwater tanks and water efficiency work. The project collects data using LAMS software to help students identify areas to improve. Technology like LAMS, Edmodo, and video conferencing are used to support collaborative curriculum projects across schools. The project aims to research what students learn from participating in the learning design process.
The document provides instructions for creating claymation projects in the classroom. It discusses how claymation engages students and helps develop important skills. The claymation process involves introducing the project, planning with storyboards, building clay characters, designing sets, taking pictures, and compiling the animation. Sample project ideas for various subjects are provided. Creating claymation requires several steps but can be modified for different grade levels and brings creativity to the classroom.
This document discusses using technology to engage students and help them learn. It summarizes an article by Marc Prensky who argues that students are often bored in school and learn more outside of school than in it. The document outlines objectives and tasks for a project where students will use ICT tools like cameras, comic software, and animation tools to create digital stories. The goals are to develop students' communication skills, increase computer skills, and address key competencies like thinking, using language and technology, managing self, and relating to others.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
Developing PowerPoint slide shows for use in lectures or online can be time consuming and frustrating.
This session will raise a number of the issues you need to consider and provide some tips to help you prepare good looking slide shows.
The document discusses using animation and digital storytelling to engage students in narrative writing. It provides tips for effective collaboration on animation projects including keeping group sizes small and allowing students to choose roles. It also discusses how animation can be used to meet NAPLAN writing criteria and develop critical thinking, with examples of storyboarding and creating sets. Web sites for creating and sharing animations and digital stories are provided.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
The document describes Kaye Carraway's eCruiser Safety Program. The program aims to teach students responsible behaviors and attitudes as passengers, pedestrians, and bicycle or vehicle operators. It does this through a curriculum that will be available online and include lesson plans, media resources, and student work examples. Kaye will provide professional development sessions to help teachers implement the curriculum and various technologies in their classrooms, including tools for podcasting, video, and web 2.0. Teachers who participate will teach the curriculum, engage students with technology, share student work online, and administer pre and post-tests.
The document discusses using iPads to support English for Speakers of Other Languages (ESOL) teaching. It introduces several iPad apps and websites that can be useful for ESOL students, such as apps for voice recording, creativity, productivity, drawing, sharing information, and reference. Examples of challenges typical ESOL students may face are also discussed. The purpose is to provide hands-on experience and discussion of how these tools can support ESOL teaching and learning.
Power pointpresentation derrickhann_v 4derrickhann
The document discusses the challenges of implementing a Canadian technical curriculum at a college in Qatar. It notes low English levels, different cultural backgrounds, and the need to align the curriculum with Qatar's context. It also discusses the changing needs of today's students and workplaces, including the importance of digital literacies and utilizing Web 2.0 technologies. The college has worked to address issues through measures like establishing a School of Language Studies and revising the curriculum to incorporate new literacies while maintaining academic integrity.
This document provides instructions for a student project on internet etiquette (netiquette). Students will work in groups to create a 3-minute video demonstrating proper and improper examples of netiquette topics like email manners, texting etiquette, and cyberbullying. They will use video editing software to compile short films into one presentation and include sources. The best video will be shared with the whole school.
This document provides guidance for teachers on using digital and multimodal texts in K-6 English classrooms based on the NSW English K-10 syllabus. It defines digital and multimodal texts and explains how reading these texts differs from reading traditional print texts. The document explores examples of digital texts and outlines how teachers can plan lessons incorporating these texts. It also identifies relevant syllabus outcomes and provides additional resources for teachers.
Using iPads for Adult Learners CAACE 2015Cathybosco
1) The document discusses using iPads in the adult classroom and provides resources for finding apps to enhance learning.
2) Some recommended apps include Goodnotes for annotating texts collaboratively, Educreations for "flipping" the classroom by recording lessons, and Newsela for accessing leveled non-fiction articles.
3) The document encourages teachers to explore different apps to increase their comfort with technology and to start small when integrating iPads into lessons.
S7 technology teaching palette adam blackwood - summaryAdam Blackwood
An outline of some of the quick easy ways, technology can be used to help with teaching and lesson activities All links referred to can be quickly accessed at http://tiny.cc/S7Adam
This document summarizes a webinar about using apps in the PYP classroom. The webinar introduces apps that can assist students in investigating, creating, communicating, collaborating and organizing their learning. It connects app use to PYP concepts, themes and skills using Bloom's taxonomy and the SAMR model. Three apps are highlighted: Book Creator for creating books, Stop Motion for stop-motion videos, and Puppet Pals for digital storytelling. The webinar provides examples of how each app can be used and links them to learner profiles and transdisciplinary skills. The goal is to provide practical app ideas that enhance learning in meaningful ways.
iPads and the primary computing curriculumJEcomputing
This document discusses using iPads to enhance delivery of the Primary Computing Curriculum. It outlines pros of iPads such as allowing pupils to develop key computing and other skills by working with multimedia. Some limitations are areas that are difficult to teach, such as computer science theory, and skills like touch typing. The document explores effective iPad apps for different curriculum areas, like Book Creator for presenting knowledge, iMovie for video editing, and Pic Collage for creating posters. It provides examples and guidance on using the apps to develop pupils' skills while meeting curriculum objectives.
Future of Education (E-Learning with Mobile Technology)Rodney Toh
The document discusses the Universal Education Deployment Platform (UEDP), an online learning platform that aims to empower teachers and facilitate eLearning through various technological tools. The UEDP allows educators to create course materials, interact with students, assess performance, and host fully online courses through features like video lectures, online exams, forums and ePublishing capabilities. It is a flexible platform that can be customized for different needs and scaled from small classes to large institutions.
This document outlines computing curriculum projects for students in years 7-9. It includes 14 original projects covering topics such as digital literacy, citizenship, creativity and computing. Each project provides learning objectives, outcomes, tasks and a link to a presentation with additional resources. Software and websites used include Kodu, Google Apps, Snapguide and Screenr. The aims are to develop confident digital citizens who can use technology safely and productively.
The document introduces Google Developer Student Clubs (GDSC), which are university-based communities for students interested in Google developer technologies. The vision is for GDSCs to be peer-learning environments where students can develop their knowledge and build solutions for local businesses and communities. It provides details on GDSC programs including hands-on workshops in web development, DevOps, IoT and study jams, as well as events like Git 101, One Day Informatics, mini projects, and the Google Solution Challenge. It highlights that through GDSCs students can learn leadership, teamwork and technologies while also making an impact.
NCTIES How to use ipads in a Non 1:1 Environmentleasc
This document provides guidance on managing iPads in a non 1:1 classroom environment. It discusses using protective cases, syncing carts, transporting iPads, and establishing student rules. It also recommends creation apps that allow for higher-order thinking skills over gaming apps. Specific recommended creation apps include Puppet Pals, Scribble Press, Pic Collage, Educreations, Audioboo and Popplet Lite. The document also provides examples of lesson workflows using apps like Edmodo, Dropbox, Google Drive and Showbie to collect student work.
The document summarizes a project called Students as Learning Designers developed by Macquarie ICT Innovations Centre. The project uses technology and collaborative teaching strategies to provide an authentic learning context for students to explore perceptions of learning and teaching while developing higher-order thinking skills. Students design interactions and collaborations to investigate topics like how rainwater tanks and water efficiency work. The project collects data using LAMS software to help students identify areas to improve. Technology like LAMS, Edmodo, and video conferencing are used to support collaborative curriculum projects across schools. The project aims to research what students learn from participating in the learning design process.
The document provides instructions for creating claymation projects in the classroom. It discusses how claymation engages students and helps develop important skills. The claymation process involves introducing the project, planning with storyboards, building clay characters, designing sets, taking pictures, and compiling the animation. Sample project ideas for various subjects are provided. Creating claymation requires several steps but can be modified for different grade levels and brings creativity to the classroom.
This document discusses using technology to engage students and help them learn. It summarizes an article by Marc Prensky who argues that students are often bored in school and learn more outside of school than in it. The document outlines objectives and tasks for a project where students will use ICT tools like cameras, comic software, and animation tools to create digital stories. The goals are to develop students' communication skills, increase computer skills, and address key competencies like thinking, using language and technology, managing self, and relating to others.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
Developing PowerPoint slide shows for use in lectures or online can be time consuming and frustrating.
This session will raise a number of the issues you need to consider and provide some tips to help you prepare good looking slide shows.
The document discusses using animation and digital storytelling to engage students in narrative writing. It provides tips for effective collaboration on animation projects including keeping group sizes small and allowing students to choose roles. It also discusses how animation can be used to meet NAPLAN writing criteria and develop critical thinking, with examples of storyboarding and creating sets. Web sites for creating and sharing animations and digital stories are provided.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
The document describes Kaye Carraway's eCruiser Safety Program. The program aims to teach students responsible behaviors and attitudes as passengers, pedestrians, and bicycle or vehicle operators. It does this through a curriculum that will be available online and include lesson plans, media resources, and student work examples. Kaye will provide professional development sessions to help teachers implement the curriculum and various technologies in their classrooms, including tools for podcasting, video, and web 2.0. Teachers who participate will teach the curriculum, engage students with technology, share student work online, and administer pre and post-tests.
The document discusses using iPads to support English for Speakers of Other Languages (ESOL) teaching. It introduces several iPad apps and websites that can be useful for ESOL students, such as apps for voice recording, creativity, productivity, drawing, sharing information, and reference. Examples of challenges typical ESOL students may face are also discussed. The purpose is to provide hands-on experience and discussion of how these tools can support ESOL teaching and learning.
Power pointpresentation derrickhann_v 4derrickhann
The document discusses the challenges of implementing a Canadian technical curriculum at a college in Qatar. It notes low English levels, different cultural backgrounds, and the need to align the curriculum with Qatar's context. It also discusses the changing needs of today's students and workplaces, including the importance of digital literacies and utilizing Web 2.0 technologies. The college has worked to address issues through measures like establishing a School of Language Studies and revising the curriculum to incorporate new literacies while maintaining academic integrity.
This document provides instructions for a student project on internet etiquette (netiquette). Students will work in groups to create a 3-minute video demonstrating proper and improper examples of netiquette topics like email manners, texting etiquette, and cyberbullying. They will use video editing software to compile short films into one presentation and include sources. The best video will be shared with the whole school.
This document provides guidance for teachers on using digital and multimodal texts in K-6 English classrooms based on the NSW English K-10 syllabus. It defines digital and multimodal texts and explains how reading these texts differs from reading traditional print texts. The document explores examples of digital texts and outlines how teachers can plan lessons incorporating these texts. It also identifies relevant syllabus outcomes and provides additional resources for teachers.
Similar to Part 2 great opportunities great expectations (20)
1.3 tests of grammar and vocabulary: workshop CTS-AcademicSeltAcademy
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
3.1 curriculum and assessment: plenary CTS-AcademicSeltAcademy
This document outlines Dr. Simon Phipps' presentation on curriculum and assessment at Meliksah University from January 29-31, 2014. The presentation covers the importance of aligning curriculum and assessment, challenges in English language assessment in Turkish universities, and implications of curriculum changes for assessment systems. It includes an example case study of curriculum development where levels were linked to the CEFR and objectives and expectations were specified for each skill, strand and level. The presentation emphasizes that curriculum, assessment, and beliefs about language learning should be aligned and provides resources on relating exams to the CEFR and using the European Language Portfolio.
2.3 tests of receptive skills: workshop CTS-AcademicSeltAcademy
This document summarizes a session on developing tests for reading and listening comprehension. It discusses the challenges in testing comprehension indirectly without observing learner behavior. It also covers selecting appropriate texts, writing different task types like multiple choice and short answer questions, and the pros and cons of each task type. The document provides tips for writing good multiple choice distractors and balancing the difficulty of comprehension questions.
3.3 tests of productive skills: workshop CTS-AcademicSeltAcademy
This document discusses challenges in testing productive language skills, specifically writing and speaking. For writing tests, it addresses issues like time constraints, plagiarism, complexity of instructions, and difficulty assessing multiple writing skills. It suggests making writing tests realistic, valid by focusing only on writing ability, and fairly marked with clear expectations. For speaking tests, it notes difficulties standardizing individual oral exams and determining examiners' roles. The document concludes by having participants watch an example oral exam and discuss considerations for their own speaking tests.
2.2.test design test writing: plenary CTS-AcademicSeltAcademy
This document discusses procedures for effective test design and writing. It covers defining test objectives, writing specifications, writing test items, editing items, and providing effective instructions. Effective instructions should be simple, brief, clear, unambiguous, and familiar to students. They should not test comprehension and should include examples for less familiar tasks. The key ingredients for good tests are clear aims, balanced assessment, thorough specifications, items that work as intended, and useful feedback.
1.1 language assessment in Turkey: plenary CTS-AcademicSeltAcademy
This document outlines Dr. Simon Phipps' presentation on language assessment in Turkish universities given at Melikşah University from January 29-31, 2014. The presentation covered several key topics: [1] challenges in English language assessment in Turkish universities including beliefs about language and testing; [2] principles of ethical testing including reliability, validity, and test misuse; [3] the importance of assessment literacy for teachers and test developers; and [4] using tests as part of the learning process with positive backwash. The presentation concluded with a discussion of institutional issues around long-term planning, disconnects between teaching and tests, and the need for external validation.
Part 3 great opportunities great expectationsSeltAcademy
The last part of the presentation. Some more ideas for getting connected and engaging students. Today's Meet, Pinterest, Facebook, Edmodo, and a discussion of how education is changing.
The document discusses different types of stories that can be used to teach children, including folk tales, fairy tales, myths, legends, nursery rhymes, parables, and picture books. It provides examples and definitions for each type of story, explaining their purposes, common themes, and cultural significance. The document also offers guidance on how to use these stories to develop literacy and critical thinking skills in children through activities like reading aloud, drama, crafts, and exploring cultural contexts.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
11. Using authentic materials
• Find suitable, short • Create an easy reading
articles activity – students read
• Use Google Images to silently for general idea,
find pictures and again for some
• Use Wordle.net to specific information.
create a “word cloud” • No reading aloud!
• Exploit the topic or • Keep the activities short
pictures to set the and sweet.
context & use Wordle • Use the text as a
for prediction. springboard to
speaking or writing.
12.
13. TransAnatolia 2012
TransAnatolia 2012, seven full-day-long rally suitable
for bikes, quads, buggies and cars will take place
between September 4-11, 2012. The event takes place
in the region of Antalya and Cappadocia. Competitors
are welcome from novice riders to experienced Dakar
veterans who can handle a daily average 300 km road
that asks for navigation skills instead of speed. Cars &
buggies use different routes than bikes and quads in
some regions. Participants can also rent motorcycles
from Yoshimoto, the event collaborator. For detailed
information and registration please click.
On Day 2 we looked at some issues related to reading skills development, using Wordle to create a word cloud in order to provide some support for students before they read and we began to look at a curation tool: Pinterest.
To recap: We should be teaching ALL the students in the class, not just the ‘strong’ ones.
To create a word cloud using the Wordle website, first find a text. Copy paste into a word document for future reference and save the document. Websites for expats (like MyMerhaba.com ) have lots of articles of general interest about cultural events in Turkey. The English is not full of jargon, either. When you find useful sites, please share! (Expats refers to expatriates; i.e. foreigners living in Turkey.)
Here is an example text. It’s short, has a picture, and predictable content. Students will be able to get the important information in spite of the unknown words. It’s the sort of authentic text that makes it suitable for strategy training.
Go to wordle.net and click on ‘create’.
Paste the text into the box. Click on ‘Go’ .
The first result will have many more words than you need. Go to the ‘Layout’ tab and adjust the words – usually 10-25 words is OK. Experiment with fonts and colors. Each time you find a possible version, take a screenshot or save the word cloud because there is no going back….
In the end I chose this for my class. It needs visual support so let me check Google Docs.
If I look for images, maybe I will get something useful for a lead-in activity.
I might be able to use this to see if the students are interested in the topic, have any experience of this ‘sport’. Do their parents watch such races on TV? Depending on their interest levels I will decide how much time to spend. If they are very interested, we can work longer with the text. If they are not interested in racing, I’ll find out what they are interested in, and we will ‘borrow’ words from the text to write something different.
Course books are very useful. However, at the same time, there are many authentic texts on the web or in print that we can help students read. This way they develop the confidence to read outside the texts we set. Learning to read authentic texts makes students more independent. It’s a useful supplement to the course book.
Training students to ask questions is important. This year, create a classroom routine where the students generate the questions before they read. This way they become more critical readers and they learn to read with a purpose. If students know they are going to read about a race in Turkey, they can ask:Where does it start and where does it finish?How long does it last?How many people participate?Is the race open to people from other countries?When does it take place?Etc. These questions can be used to talk about other cultural events, so they are useful. We don’t have to teach the grammar of the questions – passive vs active voice. Just the question as a whole chunk of language.
After reading the text silently to find the answers to their questions (skipping the unknown words and NOT reading it aloud) I can help students to write a few sentences based on the text. It can be about any festival or race or competition they are interested in. Let the students guide the writing. When they can’t say something in English, this is a perfect moment for helping them. They have the desire to express themselves? Let’s give them the English for it. “The Antalya Orange festival will take place between …..”“The event takes place in the historic city of Antalya.” etc. A couple of lessons later, bring them a similar text (maybe which you have doctored a bit to repeat the vocabulary) so they get to review the vocabulary and structures.
What does this picture show? Scaffolding.We can help students by giving extra visuals, some key words that will come up in the text, time for prediction, a chance to come up with questions, a purpose for reading, strategy training with the whole class, followed by group and individual time for practising the strategies. Instead of spending the lesson time reading texts aloud (that were already read for homework) use class time to teach the students HOW TO read in different ways, manage unknown words, use dictionaries, find main ideas, distinguish between facts and opinions and so on. This year, instead of asking students to prepare the texts at home, work in class and teach them the HOWs.
Let’s have a change of focus. Here is a warmer which you might use to find out more about your students. They write 12 facts about themselves – in sentences or using just key words. Then they draw an image, like an icon for an app on a tablet or phone. Afterwards they share their apps with their classmates. We wil ask them to spek English as much as possible, even if it means they read their sentences out loud. As a teacher, I might make my own and get the students to ask questions to find out about me. With the IWB it’s easy to type the correct questions so that students can use them for pairwork later.
I found this activity online – please create a free membership at the website teachersnotebook.com and check out the free materials. There are many good ideas you can adapt for your classes.
This website also has many free materials – more than I could download across 5 or 6 hours. Looking at what other teachers do in other countries is eye-opening. They all face the same challenges. And many of them have creative solutions for managing these challenges.
This brings me onto classroom design. In an ideal world the English teacher would have his or her own room which would be an ‘English Zone’ . But if we have to use the class’s room, we should consider how we arrange the furniture. If you want to do group work, negotiate with the other teachers to have the students sitting in groups instead of rows. It’s psychologically harder to break out of traditional modes and styles of teaching when you are in a traditional classroom design but we have to try!
Another cool idea – be prepared with extra activities for the students who finish early. Prepare a letter for parents. A generic letter where all you have to do is add the student’s name and the date and sign it. When a student completes 5 extra activities, fill in a letter for the parents. Tell them their child got a gold start for completing classwork plus 5 extra activities. This is another way of managing mixed levels classes – through being proactive and keeping them busy with meaningful tasks. Bored students or students with nothing to do misbehave. When you have tablets (next year? The year after?) you will have many tools for creating extra tasks and tracking students’ work.
Why am I pointing you to so many online resources? It’s because our ideas of literacy have changed.
Teachers need to enhance their digital literacy skills to get prepared for the day, coming soon!, where the kids come to grade school with laptops and tablets. Are you ready?
T2T= teachers to teachers There are many ways you can get connected with other teachers. Which ones do you use actively? Which ones do you know about?
One popular topic these days is the idea of ‘curation’. There are so many interesting websites now. Curation tools allow us to make a collection, like an exhibition, of our favorites and share them. For teachers this means an easy way of networking with other teachers and sharing resources. On this slide you can see an example of Pinterest.
Go to Pinterest, create an account and look me up: kristina.elt on Pinterest
Each one of these labelled sectionsleads you to a ‘board’ where I have ‘pinned’ resources. When you click on a resource, you can see it clearly. Another click leads you to the original website. Hold the Control key down when you click on a link to open the link in a new tab, and make it easy to go back to the original Pinterest board.You can only ‘pin’ a webpage if there is a pin-able picture so not every useful site can be pinned. However, there are many people posting on Pinterest around the world. You can follow people or individual boards they have. People can follow you.It is good etiquette to look at someone’s board if they ‘re-pin’ something from your board to see if that person has something useful that you can ‘re-pin’ in exchange. In this way your network grows. Repinning connects the boards across Pinterest. When you look at someone’s pins, you can see the original board where it comes from. I often go there to see if there is more I can repin. Your network will grow quickly after about 5 or 6 sessions developing your boards as you will get emails informing you that someone else has repinned one of you pins and go and check out their boards. Enjoy!
Pinterest is only one way to collect useful materials and share with other teachers. Tomorrow we will look at more ways of curating websites and sharing.