'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
Sample Size Calculations for Impact EvaluationsMarcos Vera
When conducting some impact evaluations, researchers must collect their own data. This presentation gives a practical perspective on how to compute the required sample as well as implications to keep costs at a minimum.
How You Can Parlay Your Social Media Expertise Into a New Career PathBeth Blecherman
Presentation created by Sheila Dowd, Lizz Porter and Beth Blecherman. Tips on how you can parlay your social media skills into digital and social media jobs from the Mom 2.0 Summit panel.
Presentation on Health Insurance in Latin America. It discusses rationale for health insurance, describes health insurance for poor individuals in Colombia and Mexico, financing, progress towards universal coverage, targeting, complementarity with other social programs, and main impact evaluation results.
To what extent can the use of a modified version of Readers' Theatre improve secondary ELs' use of pausing and prominence to signal thought groups within English speech production? Could non-native speakers of English become more intelligible and comprehensible through explicit suprasegmental instruction and repeated reading experiences that were relevant?
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
This is part of an assignment I am working on for a Master's level class I am currently taking through Walden University. Your help is greatly appreciated. I cannot complete the assignment without your help.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
1. Effects of Readers’ Theatre on College Students’ Reading Fluency and Learning Motivation Presenter: Heng Mindy Jen Adviser: Dr. Pi-Ying Teresa Hsu Date: June 1st , 2011 2011/06/01 1
4. Introduction 2011/06/01 4 Reader’s theatre (RT) is a form of a group storytelling in which performers read aloud a story using script. (Patrick, 2008)
5. Introduction Motivation can help students learn foreign language. 2011/06/01 5 (Liuoliene & Metiuniene, 2006)
6. Introduction 2011/06/01 6 Reading fluency includes reading accuracy, reading rate and reading prosody. (Hudson, Mercer, & Lane, 2000)
7. 2011/06/01 7 Introduction Reading motivation and how reading motivation is influenced by different classroom contexts and programs. (Wigfield, 1997)
8. Purpose of the Study To examine the effects of reader theatre on reading fluency and learning motivation 2011/06/01 8
9. Research Questions 2011/06/01 9 Will students’ reading fluency be improved after reader’s theatre learning? Will students’ learning motivation be enhanced after readers’ theatre learning? 3. Is there any relationship between reading fluency and learning motivation?
10. Literature Review 2011/06/01 10 In creating RT scripts, students increase their knowledge of Language structure (vocabulary, syntax and meaning) Language use (forms and functions of language use) The metalinguistic awareness (the ability to talk about language) (Hill, 1990)
11. Literature Review Motivation in learning language is the main factor that influences language learning performance. 2011/06/01 11 (Brown, 1941)
12. Literature Review 2011/06/01 12 In the field of second language acquisition, motivation is the particular character to be studied and examined. (Brown, 1941)
13. Literature Review Reading fluency can help learners improve the reading problems, such as misunderstanding or struggle in reading. 2011/06/01 13 (Hudson , Lane, & Pullen, 2005)
14. Literature Review Reading fluency is the most important bridge to connect words recognition, decoding and comprehension. 2011/06/01 14 (Hudson, Mercer, & Lane, 2000)
15. Study Procedure 2011/06/01 15 Pre-Test Reading Test Drama Scripts Reading Practice Questionnaire (MSLQ) Drama Scripts Reading Practice Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40 Reading Test Questionnaire (MSLQ) Data Collection Data Analysis Post- Test
17. Questionnaire 2011/06/01 17 Motivated Strategies for Learning Questionnaire ID#_________ Gender: F □ M □ Please rate the following items based on your behavior in this class. Your rating should be on a 7-point scale where 1= not at all true of me to 7=very true of me. A. Value Section 1. I prefer class work that is challenging so I can learn new things. 2. Compared with other students in this class I expect to do well 3. I am so nervous during a test that I cannot remember facts I have learned Expectancy Section When I take a test I think about how poorly I am doing. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly. Affective Section I often find that I have been reading for class but don’t know what it is all about. 2. I work hard to get a good grade even when I don’t like a class.
18. Reading Test Jason and Max picked next Friday to carry out their special mission. Friday was a week away. They had so many things to accomplish. In order to reach their final goal, the boys made a plan for each day of the week. They had to work hard every day to finish each task. Could they do it all? On Monday, they agreed to meet and put plan A into action. Plan A was to gather as many fallen branches as they could carry. They…….. 2011/06/01 18 (Total 303 words, 3 rd grade reading)
19. Reading Test 2011/06/01 19 Read each word of the context correctly For example There was a〝 live 〞 audience during the show. long- isound. Self-correction within 3 seconds
20. Reading Test 2011/06/01 20 Omissions: words that are skipped or not read Words that students struggle to read for 3 or more seconds
21. Reading Test 2011/06/01 21 Jason and Max picked next Friday to carry out their special mission. Friday was a week away. They had so many things to accomplish. In order to reach their final goal, the boys made a plan for each day of the week. They had to work hard every day to finish each task. Could they do it all? On Monday, they agreed to meet and put plan A into action. Plan A was to gather as many fallen branches as they could carry. They…….. accomplish A meet carry
22. Questionnaire 2011/06/01 22 Motivated Strategies for Learning Questionnaire ID#_________ Gender: F □ M □ Please rate the following items based on your behavior in this class. Your rating should be on a 7-point scale where 1= not at all true of me to 7=very true of me. A. Value Section 1. I prefer class work that is challenging so I can learn new things. 2. Compared with other students in this class I expect to do well 3. I am so nervous during a test that I cannot remember facts I have learned Expectancy Section When I take a test I think about how poorly I am doing. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly. Affective Section I often find that I have been reading for class but don’t know what it is all about. 2. I work hard to get a good grade even when I don’t like a class.
