What Does Language Look Like at the Various Proficiency Levels? #wlclassroomJoshua Cabral
See concrete examples of that student foreign output looks like at the various ACTFL proficiency levels along with suggestions for students to move up levels.
What Does Language Look Like at the Various Proficiency Levels? #wlclassroomJoshua Cabral
See concrete examples of that student foreign output looks like at the various ACTFL proficiency levels along with suggestions for students to move up levels.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
We are from the 6th group and our presentation is about Writing and Speaking skill with some resource-based learning activities. The questions from the panel-discussion in the class which are still not answered will be answered here. If there are any additional questions, please mention in the comment below, or you can email us right away.
Please kindly wait for further update. Thank you everyone, God Bless :)
Fidi, Kinan and Bunaya :)
English language Teaching, LSRW Skills, Listening skill, Active Listening, types of Listening, difference between Listening and hearing Elementat collages and learning center
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
ACTFL Core Practices. Students Build Language Proficiency #wlclassroomJoshua Cabral
The ACTFL Core Practices provide guidelines and methodology for teaching foreign language so that students are using the language to communicate and move beyond simply knowing about the language.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
We are from the 6th group and our presentation is about Writing and Speaking skill with some resource-based learning activities. The questions from the panel-discussion in the class which are still not answered will be answered here. If there are any additional questions, please mention in the comment below, or you can email us right away.
Please kindly wait for further update. Thank you everyone, God Bless :)
Fidi, Kinan and Bunaya :)
English language Teaching, LSRW Skills, Listening skill, Active Listening, types of Listening, difference between Listening and hearing Elementat collages and learning center
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
ACTFL Core Practices. Students Build Language Proficiency #wlclassroomJoshua Cabral
The ACTFL Core Practices provide guidelines and methodology for teaching foreign language so that students are using the language to communicate and move beyond simply knowing about the language.
Professional Learning Networks for Foreign Language Teachers #wlclassroomJoshua Cabral
Professional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.
ACTFL Modes of Communication #wlclassroomJoshua Cabral
ACTFL Defines 3 modes of communication. This presentation defines them clearly and simply and provides some tips for using them in the foreign language classroom.
Bloom's Taxonomy in the Foreign Language Classroom #wlclassroomJoshua Cabral
This presentation shows examples of the original Bloom's Taxonomy (1956) and the updated (2001) version along with how the taxonomy is applicable in the foreign language classroom.
Design Communicative Activities in Foreign Language Classroom #wlclassroomJoshua Cabral
Communicative activities focus on what students can do with the language rather than what they know about it. This presentation gives you tips on designing effective communicative activities.
Provide Effective Feedback in the Foreign Language Classroom #wlclassroomJoshua Cabral
One of the ACTFL Core Practices is to provide effective feedback. Take a look at this presentation that shows the three types of feedback and provides suggestions for providing feedback when students make mistakes.
How to Asess Forieng Language Proficiency #wlclassroomJoshua Cabral
It is often challenging for teachers to assess and grade communicative language and proficiency. This presentation with guide you in concretely assess interpersonal, presentational and interpretive communication in the foreign language classroom.
10 Ways to Use Task Cards in the Foreign Language Classroom #wlclassroomJoshua Cabral
Task Cards are an engaging and effective way for students to practice foreign language vocabulary and grammar structures while building confidence and proficiency.
Growth Mindset in Language Learning #wlclassroomJoshua Cabral
A growth, as opposed to a fixed, mindset is essential to taking on the task of learning a second language. Learn some tips for using growth mindset strategies.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
14. What will students do with the
language?
Does this goal only focus on what the
students know about the language?
What is the current proficiency level of
the students? (novice mid, intermediate
low, etc.)
Step 1: Identify Desired Results
15. What is the text type that students can
produce? (lists, chunked phrases,
discrete sentences, connected sentences)
Is this goal specific?
Can I create 2-3 can do statements
Step 1: Identify Desired Results
17. Are there opportunities to demonstrate
proficiency in the three communication
modes?
Are the prompts at the appropriate
proficiency level?
Do the prompts focus on the text type
of students at this proficiency level?
Step 2: Determine Acceptable Evidence
18. Is there opportunity for student
choice?
Do the assessments provide insight
into students’ ability to perform the
can do statements?
Are there opportunities for
spontaneous language production?
Step 2: Determine Acceptable Evidence
20. What are the vocabulary themes
necessary to reach the goals and
desired outcomes?
What are the language structures
necessary to reach the goals and
desired outcomes?
Step 3: Plan Instruction
21. What activities provide opportunities to
meet the desired outcomes using the three
communication modes?
What tasks provide students with
opportunities to use the language to
accomplish a goal that is independent of
practicing language?
Step 3: Plan Instruction
22. Click HERE or on the images to download a
Backwards Design lesson/unit plan template.
Designed for foreign language classes.
23. Click HERE
or on the image to
read my blog post
on planning with
Backwards Design.