Introduction into EFL Blogging School Project, Edition 2, opening ceremony Olga Morozan
This document outlines an EFL blogging school project for regional teachers. It includes a course description involving group work, project fact files, and an EFL blogging school agreement. The project aims to provide training to teachers through an online blogging school in its second edition.
Formative assessment in efl blended instruction, april, 4, google hangout ses...Olga Morozan
This document discusses formative assessment in blended English language instruction. It notes that formative assessment serves to support student learning through feedback from peers or teachers online or through self-reflection. The document outlines tasks for participants, including defining formative assessment and distinguishing it from summative assessment. Participants are asked to identify effective formative assessment strategies and online tools to implement them. Finally, participants are tasked with creating a rubric to assess student work using an online rubric-making tool.
This document discusses how people are different in terms of physical characteristics, abilities, and backgrounds but are equal. It notes differences in areas like appearance, gender, age, disabilities, and more. However, it emphasizes that despite these differences, all humans have equal rights and should be treated with tolerance, kindness and without discrimination. The document recommends various sources to learn more about diversity and disabilities.
Introduction into EFL Blogging School Project, Edition 2, opening ceremony Olga Morozan
This document outlines an EFL blogging school project for regional teachers. It includes a course description involving group work, project fact files, and an EFL blogging school agreement. The project aims to provide training to teachers through an online blogging school in its second edition.
Formative assessment in efl blended instruction, april, 4, google hangout ses...Olga Morozan
This document discusses formative assessment in blended English language instruction. It notes that formative assessment serves to support student learning through feedback from peers or teachers online or through self-reflection. The document outlines tasks for participants, including defining formative assessment and distinguishing it from summative assessment. Participants are asked to identify effective formative assessment strategies and online tools to implement them. Finally, participants are tasked with creating a rubric to assess student work using an online rubric-making tool.
This document discusses how people are different in terms of physical characteristics, abilities, and backgrounds but are equal. It notes differences in areas like appearance, gender, age, disabilities, and more. However, it emphasizes that despite these differences, all humans have equal rights and should be treated with tolerance, kindness and without discrimination. The document recommends various sources to learn more about diversity and disabilities.
Introduction into access teacher training: Blended Learning, Using Newspapers...Olga Morozan
Introduction into Access Teacher Training: Blended Learning, Using Newspapers, Project-basedd Instruction , presenter: Olga Morozan, AccessProgram Moldova
Using movies in EFML Classrooms, Doina Morari, Access Teacher Training, MoldovaOlga Morozan
This document discusses how films can be used to help teach English as a foreign language. It provides several benefits of using films, including that they are motivating, provide authentic language exposure, and help contextualize vocabulary. It then gives some tips for how to effectively use films in the classroom, such as choosing films that students can understand 70-90% of without subtitles, watching films multiple times, and starting with English subtitles. Finally, it provides some example activities for using films, such as jeopardy, story prompts, role playing scenes from films, and having students interview characters from films.
The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.
Copybooks have traditionally been used for teaching, but blogs are growing in popularity as they allow for more reflective, creative, and open learning through technology. Blogs promote initiative and ICT literacy by opening up the learning process.
EFL Blogging School, edition 1. Highlights Olga Morozan
The document summarizes an EFL blogging school project in Moldova from 2014-2015. It introduced 150 teachers to blogging and creating online content to enhance English language teaching. Through the project, over 30 blogs were created, some teachers moved to only online instruction, and American mentors visited regions to meet students. The project equipped teachers with skills to use online tools like blogging, engaged students in online projects, and showed how to enhance blogs with tools like Voki, Animoto and Google Polls. The objectives were to create blogs, post and edit entries, comment on other blogs, and explore blogging as a teaching tool. Trainers communicated through the project blog and used Google Hangouts for sessions.
Introduction into access teacher training: Blended Learning, Using Newspapers...Olga Morozan
Introduction into Access Teacher Training: Blended Learning, Using Newspapers, Project-basedd Instruction , presenter: Olga Morozan, AccessProgram Moldova
Using movies in EFML Classrooms, Doina Morari, Access Teacher Training, MoldovaOlga Morozan
This document discusses how films can be used to help teach English as a foreign language. It provides several benefits of using films, including that they are motivating, provide authentic language exposure, and help contextualize vocabulary. It then gives some tips for how to effectively use films in the classroom, such as choosing films that students can understand 70-90% of without subtitles, watching films multiple times, and starting with English subtitles. Finally, it provides some example activities for using films, such as jeopardy, story prompts, role playing scenes from films, and having students interview characters from films.
The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.
Copybooks have traditionally been used for teaching, but blogs are growing in popularity as they allow for more reflective, creative, and open learning through technology. Blogs promote initiative and ICT literacy by opening up the learning process.
EFL Blogging School, edition 1. Highlights Olga Morozan
The document summarizes an EFL blogging school project in Moldova from 2014-2015. It introduced 150 teachers to blogging and creating online content to enhance English language teaching. Through the project, over 30 blogs were created, some teachers moved to only online instruction, and American mentors visited regions to meet students. The project equipped teachers with skills to use online tools like blogging, engaged students in online projects, and showed how to enhance blogs with tools like Voki, Animoto and Google Polls. The objectives were to create blogs, post and edit entries, comment on other blogs, and explore blogging as a teaching tool. Trainers communicated through the project blog and used Google Hangouts for sessions.