The document outlines the key principles of effective instruction according to research. It discusses 10 principles informed by research on how the brain learns, best classroom practices, and teaching learning strategies to students. The principles include beginning lessons with review, presenting new material in small steps, checking for understanding, and providing scaffolds and independent practice. The document also examines how working memory and long-term memory function, noting instruction should aim to improve long-term memory storage. A quote emphasizes that nothing has truly been learned unless it changes long-term memory.
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IELTS – WRITE RIGHT by Julian Charles (Retyped by Hội các sĩ tử luyện thi IEL...Linh Pham
Write Right, a book by Julian Charle, is intended to assist you, the IELTS candidates, in expanding your repertoire of sentence structures, improving your coherence and cohesion and extending your range of vocabulary with a view to achieving better results in the IELTS writing section. By providing alternate model anwsers to IELTS writing tasks, it provides a framework within which you can discover for yourself many of the important stylistic differences between everyday English and English as it is used in academic writing.
The book is designed as follows:
ELTS FAQs and Writing band scores
Writing task 1
Writing task 2
Writing task 1 ( general training)
For more information about Hội sĩ tử luyện thi IELTS - VIC, please visit https://www.facebook.com/ieltscommunity
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
IELTS – WRITE RIGHT by Julian Charles (Retyped by Hội các sĩ tử luyện thi IEL...Linh Pham
Write Right, a book by Julian Charle, is intended to assist you, the IELTS candidates, in expanding your repertoire of sentence structures, improving your coherence and cohesion and extending your range of vocabulary with a view to achieving better results in the IELTS writing section. By providing alternate model anwsers to IELTS writing tasks, it provides a framework within which you can discover for yourself many of the important stylistic differences between everyday English and English as it is used in academic writing.
The book is designed as follows:
ELTS FAQs and Writing band scores
Writing task 1
Writing task 2
Writing task 1 ( general training)
For more information about Hội sĩ tử luyện thi IELTS - VIC, please visit https://www.facebook.com/ieltscommunity
Presentation from this year's Teaching and Learning Takeover at the University of Southampton. Sharing ideas adapted from Penny Langford's building writers plan and also some feedback techniques for ks3 and ks4.
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The approaches shared in this session can be applied by teachers across all disciplines.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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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.
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Principles of instruction and feedback for erasmus
1.
2. What are the Principles of Instruction?
• A ‘check-list’ of ten research-informed principles and suggestions for classroom practice
• Based on three sources:
• Research on how the brain acquires and uses new information
• Research on the classroom practices of those teachers whose students show the
highest gains
• Findings from studies that taught learning strategies to students
3. • Begin each lesson with a short review of previous learning
• Present new material in small steps with students practising after each step
• Ask a large number of questions and check the responses of all students
• Provide models
• Guide student practice
• Check for student understanding
• Obtain a high success rate
• Provide scaffolds for difficult tasks
• Require and monitor independent practice
• Engage students in weekly and monthly review
What are the Principles of Instruction?
4. Research on how the brain acquires and uses new information
• Draws on the research from cognitive science
• Aligns particularly with cognitive load theory
• ‘There is a limit to how much new information the human brain can process at one time
[…] there are no known limits to how much stored information can be processed at one
time.’ (Centre for Education Evaluation and Statistics: 2017)
Working (short-term) memory vs. long-term memory
5. The learning journey
The working
memory
bottleneck
Long-term memory
storehouse
Learning
Remembering
6. The learning journey
The working
memory
bottleneck
Long-term memory
storehouse
Learning
Remembering
Lost
Forgotten
7. fixed, limited and easily overloaded
almost unlimited
An average person can only
hold about four chunks of
information in their working
memory at one time
(Cowan, 2001)
8. ‘If nothing has been changed in long-term
memory, nothing has been learned’
Kirschner, Sweller and Clark (2006)
So the aim of all instruction should be to
improve long-term memory
9. Schools may only focus on this
The working
memory
bottleneck
Long-term memory
storehouse
Learning
12. We need to concentrate on augmenting
remembering
The working
memory
bottleneck
Long-term memory
storehouse
Remembering
13. •What makes effective feedback? What are the
expectations in your department?
•How can we engage students in feedback?
•How detailed should comments be?
•How often should we be marking like this?
Ineffective
Feedback
Effective
Feedback
What Does Good Feedback Look Like?
14. What do the codes mean? What you can do to improve?
QF: Question Focus
Some parts of your response are too descriptive and lack a focus on the question.
Some points may be irrelevant.
QF: Question Focus
Read the question very carefully. Highlight the key words to help you remain focused. Think very carefully
about the opening and closing sentences of your paragraphs. Is there a clear point at the start and a strong
link to the question at the end?
NC: Not Clear
Written expression needs some attention: e.g. your sentences are not explaining
ideas in a coherent way.
NC Not Clear
Re-read what you have written very self-critically. Have you expressed yourself clearly? Look carefully at
what you have actually written—not what you think you have written. Will someone else understand what
you have written? Check the structure of your sentences.
EV: Evidence
Arguments are not well supported. Either there is a lack of evidence or your chosen
quotations do not sufficiently support your point/help answer the Q.
EV: Evidence
Ensure that you have chosen evidence which links to your point and helps you to answer the question.
Select evidence carefully and make sure you embed quotations clearly into your writing.
EX: Explanations
Your explanations are not detailed enough and/or need more specific references to
the question.
EX: Explanations
Ensure that you have explained your evidence and linked it back to the point and overall question clearly
and concisely.
LA: Language Analysis
Your writing lacks detailed and thoughtful analysis of language.
LA: Language Analysis
Have you chosen particular words/phrases for analysis? Have you discussed multiple connotations and
interpretations? Have you discussed the impact such language has on the reader/audience?
C: Context
Your writing lacks contextual information
C: Context
Have you included relevant context? Is it interwoven into your argument?
AU: Audience
Your writing lacks a focus on the audience’s response.
AU: Audience
Have you said how the audience would feel/think and why?
SPaG: Spelling, Punctuation & Grammar
Your essay contains a number of important spelling errors of technical terms and may
lose you marks
SPaG: Spelling, Punctuation & Grammar
Study common spelling errors and practice writing them out repeatedly so you learn to spell them
correctly—especially if they include technical words that the examiner will expect you to know.
V: Vocabulary
Your writing may include vocabulary which is unclear or inappropriate to the task.
You may have also repeated vocabulary or misunderstood the meaning of some
words.
V: Vocabulary
Check your vocabulary choice. Have you used terms of possibility? Have you varied your connectives? Have
you used words in the correct context?
15. Closing the Gap
• Students become familiar with the marking codes
• Students understand the codes and how to apply
them to their own work
• Students respond to feedback
• Students re-draft work
16.
17.
18. Ways Forward
• Provide systematic feedback to students
• In verbal feedback, praise the process not the outcome
– encourage discussion
• Train students to respond to feedback independently
• Create time for reflection and improvement
• Train students to self and peer evaluate from the start
• Provide models of what is expected and help students
bridge the gap between their work and the exemplar
material
20. Pour commencer…
Traduisez les phrases en anglais.
J’en fais beaucoup
Elle n’en fait pas
Non, j’en ai trois Ils en mangent tous
les samedis
Il y’en a plusieurs
21. e.g. habiter
Present tense ‘nous’ form =
nous habitons
Take off the ‘ons’ = habitons
Add the endings for the
different people:
J’habit_____
Tu habit_____
Il/elle/on habit_____
Nous habit_____
Vous habit_____
Ils/elles habit_____
ais
ais
ait
ions
iez
aient
22. Comment dit-on…?
I used to watch
Step 1:
Find the ‘nous’ form of the
verb in the present tense:
regardons
Step 2:
Take off the ‘ons’:
regardons
Step 3:
Add the correct ending for
the person:
je ais
tu ais
il/elle/on ait
nous ions
vous iez
ils/elles aient
Je regardais
23. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to play
Je jouais
24. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to have
J’avais
25. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
He used to go
Il allait
26. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to be/I was
J’étais
Remember
‘être’ is the
only verb with
an irregular
stem - ét
27. Pour commencer…Below are some expressions which can be used to develop your writing and
speaking about where you live, by increasing the range of your language.
Match up the English and the French:
1. de l’un côté…
2. de l’autre côté…
3. en plus…
4. ce que j’aime
5. ce que je n’aime pas
6. qui se trouve…
7. car…
8. puisque…
9. il y a…
10.l’inconvénient, c’est que…
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
7. ______________________
8. ______________________
9. ______________________
10. ______________________
which is found because since there is
what I like what I don’t like in addition
on the one hand… on the other hand… the disadvantage is that…
28. Les avantages et les inconvénients d’habiter en ville
J’habite un bel appartement au centre de Londres.
J’aime habiter en ville parce qu’il y a beaucoup de
distractions et mon quartier est intéressant. C’est trop
bruyant parce qu’il y a beaucoup d’embouteillages.
Pour améliorer le paragraphe, adaptez-le pour gagner plus de
varieté en utilisant les mots et phrases ci-dessous:
29. Les avantages et les inconvénients d’habiter en ville
J’habite un bel appartement au centre de Londres.
J’aime habiter en ville parce qu’il y a beaucoup de
distractions et mon quartier est intéressant. C’est trop
bruyant parce qu’il y a beaucoup d’embouteillages.
Pour améliorer le paragraphe, adaptez-le pour gagner plus de
varieté en utilisant les mots et phrases ci-dessous:
30. ‘When re-reading Rosenshine’s principles, I am struck
by just how simple it all sounds. But this shouldn’t be
surprising. Teaching, at its core, is simple. Recap
previous information, input of new information, apply
it, test and respond. However, doing these simple
things well is complex and deserves some
consideration.’
Mark Enser
Head of Geography and blogger, Heathfield Community College
31. References and acknowledgements
Centre for Education Statistics and Evaluation, NSW Department of Education (2017) Cognitive load theory: research that
teachers really need to understand. https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory-VR_AA3.pdf
Cowan, N (2001) The magical number 4 in short-term memory: A reconsideration of mental storage capacity, Behavioural
and Brain Sciences, 24:1, 87-114
Enser, Mark https://heathfieldteachshare.wordpress.com/2018/04/23/putting-theory-into-practice/
Kirschner, P.A., Sweller, J. & Clark, R.E., (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the
Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist,
41:2, 75-86 https://www.tandfonline.com/doi/pdf/10.1207/s15326985ep4102_1?needAccess=true
Rosenshine, B. (2012) Principles of Instruction: Research based principles that all teachers should know. American
Educator, Spring 2012. http://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf
Sealy, Clare @ClareSealy
Editor's Notes
Learning is an extended process that can’t happen in a single lesson. If we want to improve learning we need to focus lot more on systems that foster remembering.