Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
Theories of Second Language Acquistion.pptxAiza Bheal
Acculturation Theory: Nativization/ Denativization Theory.
It discusses the roles of the two theories in learning a second language, socio-cultural, and affective factors in language teaching/learning, and differentiates the terms nativization from denativization by highlighting their advantages and disadvantages.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
Theories of Second Language Acquistion.pptxAiza Bheal
Acculturation Theory: Nativization/ Denativization Theory.
It discusses the roles of the two theories in learning a second language, socio-cultural, and affective factors in language teaching/learning, and differentiates the terms nativization from denativization by highlighting their advantages and disadvantages.
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
Traditionally, learning has been a part of teaching in the classroom, but internet has changed all that. Our pupils learn 24 hours a day. This is a reality teachers are facing when they meet students today. Many teachers use flipped classrooms to enhance pupil’s learning. It is a challenge for some of us. How can we provide excellent quality in our flipped education? It is a technical issue as well as a methodological challenge. This interactive workshop will explore this topic. I will give examples from Swedish schools and provide the audience with tools for teaching in a modern classroom.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
Joint Practice Development (Parts 1 and 2) - Prof. David HargreavesChallenge Partners
The second Joint Practice Development session explores the approach as a tool for radical innovation in teaching and learning. There will be discussion of the potential of the new technologies and the use of student voice.
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Similar to Remote Teaching - Engaging students when teaching online (20)
Webinar given to launch the IATEFL LTSIG Monthly series on 25th July 2020. Storytelling ideas for language teaching online. The pre-task for the webinar is in the notes and here: https://ltsig.iatefl.org/ltsig-monthly
Interactive storytelling games (July 2020)Graham Stanley
Presentation about interactive storytelling games to promote speaking by language learners. Workshop given at the Trendy English games fest on 5th July 20020 - https://trendyenglish.ru/gamefest
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
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Remote Teaching - Engaging students when teaching online
1. Graham Stanley
IATEFL LTSIG Newsletter Editor
graham.stanley@ltsig.org.uk
@grahamstanley
Remote Teaching
Communicating effectively and keeping
learners’ attention
10 April 2020
Teaching live online
2. Me and Remote Teaching
2012-2018 Ceibal en Inglés, Uruguay
2019-> EES Lead, British Council Mexico
Co-Author, Digital Play: Computer Games
and Learning Aims (Delta, 2011)
Author, Language Learning with Technology
(CUP, 2013)
Editor, Remote Teaching (British Council,
2019)
https://www.teachingenglish.org.uk/article/in
novations-education-remote-teaching
3. LTSIG Newsletter
This special edition on Remote Teaching is
available to all IATEFL members.
Interviews with Carol Rainbow; Nick
Bilborough; Anne Fox; Lindsay Clandfield;
Gavin Dudeney; Helen Legge; Marion Odell.
Remote Teaching tips and tricks!
To access, log in to https://www.iatefl.org/ and
click on 'My Resources’.
4. What is Remote Teaching?
Remote Teaching is teaching live online
Remote teaching is usually combined
(blended) with asynchronous computer-
mediated-communication (CMC), most
typically through the use of a Learning
Management System (LMS).
The objective of remote teaching is to
achieve normalization (Bax, 2003*), i.e.
the technology should as far as possible
disappear, to become invisible.
* http://www.tesl-ej.org/ej36/f1.pdf
Remote language teaching is the
practice of teaching a language
live online through videoconferencing.
5. Use of the c______. Use
realia; zoom in and out; show
something other than
yourself.
Be f____ with the t_______.
Keeping the attention of
students online can be a
challenge.
Trouble__________. Have
a plan B up your sleeve.
B____ l______. Exaggerate
gestures and face
expressions. Gesticulate, use
mannerisms, posture and
stance to convey emotion.
U__ of V____. Vary the
Volume; change the tone;
vary the pace.
M_____ d________. Keeping
the attention of students
online can be a challenge.
E__ contact and s_____
presence. How can you best
establish eye contact with
students when teaching
remotely?
Don’t be just a t____ h_____.
If you want your lesson to be
memorable, don’t just present
yourself as a talking head.
Remote Teaching: What are the challenges?
6. Use of the camera. Use
realia; zoom in and out; show
something other than
yourself.
Be familiar with the
technology. Keeping the
attention of students online
can be a challenge.
Troubleshooting. Have a
plan B. up your sleeve.
Body language. Exaggerate
gestures and face
expressions. Gesticulate, use
mannerisms, posture and
stance to convey emotion.
Use of Voice. Vary the
Volume; change the tone;
vary the pace.
Minimise distractions.
Keeping the attention of
students online can be a
challenge.
Eye contact and screen
presence. How can you best
establish eye contact with
students when teaching
remotely?
Don’t be just a talking head. If
you want your lesson to be
memorable, don’t just present
yourself as a talking head.
Remote Teaching: What are the challenges?
7. Eye contact and screen presence.
How can you best establish eye
contact with students when teaching
remotely?
8. Don’t be just a talking head. If
you want your lesson to be
memorable, don’t just present
yourself as a talking head.
15. Remote Teaching
What about you?
What challenges/ difficulties have you experienced?
Do you have any tips to keep your students engaged?
16. Remote Teaching and
Continuing Professional
Development (CPD)
Alicia Artusi & Graham Stanley
(2020)
How is remote teaching different
from face-to-face classroom
teaching and how might that
affect your approach to CPD?
What do you think?
https://ltsig.iatefl.org/new-research-book/
17. Teaching for Success CPD framework for teachers
https://www.teachingenglish.org.uk/article/british-council-cpd-framework
18. Which of the professional
practices are approached
differently when remote
teaching?
https://www.teachingenglish.org.uk/article/british-council-cpd-framework
19. Different approach
Lesson planning
- Choice and use of materials / resources
Classroom management
- Creating a positive learning environment
- Managing interaction and participation
Learning technologies
- Use of the camera, sound, online tools
20. A good remote teacher…
...adapts the objectives of the lesson to the characteristics
of the class, culture, age, needs and interests
...anticipates problems of teaching remotely and thinks of
solutions with the classroom teacher
...deals with the unexpected
...trains the students to use the LMS (learning
management system) so they become independent
learners
...promotes collaborative work in the LMS
...uses props, toys, posters, puppets, plays games, etc.
...uses gestures, smiles, stands-up (i.e. does not sit all the
time)
...enjoys the lesson along with the students
...has online and offline resources ready before starting...
is camera-aware and tries out new ways of transcending
the screen. https://ltsig.iatefl.org/new-research-book/
43. Graham Stanley
IATEFL LTSIG Newsletter Editor
graham.stanley@ltsig.org.uk
@grahamstanley
Remote Teaching
Communicating effectively and keeping
learners’ attention
10 April 2020
Teaching live online
Editor's Notes
Do you want to communicate effectively during a live online lesson? How do you keep learners' attention? During this session on effective remote teaching, we'll be sharing ideas on use of voice and body language; building screen presence; how best to manage the technology (especially the camera); and how you can play with virtual backgrounds in Zoom.
Graham Stanley, LTSIG newsletter editor
Log into the IATEFL website to Access – available to all IATEFL members, not just LTSIG ones.
Eye contact and screen presence
How can you best establish eye contact with students when teaching remotely? If you look directly into the camera lens rather than at the screen, then students will feel you are looking them in the eye. This is particularly important if you have an external camera plugged into your computer that is some distance away from the screen. It isn’t so much of a problem with a fixed webcam on a laptop as the camera is placed just above the screen, but even here, if you focus on the lens it will make a difference and students will improve your online presence. Be aware of how you are presenting yourself on the screen too – make sure you are not showing half your head or presenting a weird angle, and take care to illuminate yourself well so you can be seen and are not in the shadows or too dark to the students. If you can face a window or point a light source at you rather than positioning it behind you will help.
Don’t just be a talking head
If you want your online lesson to be memorable, then don’t just present yourself as a talking head (i.e. show just your head and shoulders when teaching). Stand up and move occasionally when appropriate. Use the space you have in front of the camera better, for instance, to show a close-up of your mouth when teaching pronunciation. If you are teaching more than one student, then make sure you give them plenty of time to speak and try building in pair and groupwork to your lesson. Remember, just because you are teaching online doesn’t mean you shouldn’t give the students as much time to speak as you would if you were sitting in the same physical space.
Body language
You can’t move around the classroom as a remote teacher, but you can use body language in different ways. Exaggerate gestures and face expressions or they will be lost on students looking at small screens. You can also gesticulate, use mannerisms, posture and your stance to convey confidence or shyness when needed.
Gestures in particular should be confident and clear when teaching live online. Students won’t capture small or subtle gestures. Think about your posture (don’t slump) and make sure you smile. A simple smile will tell your students you are happy to be there with them. Be natural, however, as a forced or constant smile will give quite the wrong impression indeed! Vary your facial expressions and you will better capture your students’ attention.
Use of voice How you use your voice when teaching live online is very important. Your voice is a valuable asset that will help you create mood, atmosphere and transmit emotions. You may not be aware that how you speak and what your voice sounds like can have an impact on learning outcomes, but if your students feel the teacher’s voice is patronising, loud, or monotonous, then they may respond negatively. On the other hand, if your voice is expressive and lively, then you will draw their attention and it is more likely your students will be engaged and motivated with what you have to say.
What aspects of your voice should you be concerned with in order to encourage students to participate and learn?
Varying the volume and speaking softer or louder depending on what you are doing will help you control the class.
Changing the tone of your voice is the best way to convey a mood or emotion.
How low or high the pitch of your voice is important. Try to vary the pitch and you will seem more interesting to your students.
Varying the pace of your voice, when and for how long you pause and how quickly or slowly you speak will have a result on how students react to you.
Minimise distractions
Keeping the attention of your students when teaching online can sometimes be a challenge. You can help by minimising the opportunity for distraction. For instance, make sure the background (i.e. what is behind you on screen) isn’t too busy, or your students will be trying to read the titles of the books on the shelves behind you, for instance, rather than concentrating on what you have to say.
Use of the camera
There are lots of ways you can use your webcam that may not be obvious. You can introduce realia through the camera, for example, showing real life objects to illustrate vocabulary, etc. For this, it helps to have an external webcam that you can move easily. However, even with a fixed webcam, you can move your body backwards and forwards to simulate zooming in and out. Remember, you can also move yourself out of the view of the camera and show something else. A small portable whiteboard, for example, or puppets (particularly if you are teaching young learners online.
Be familiar with the technology
Don’t use a platform you are unfamiliar with and know how to adjust the settings before you start teaching. There’s nothing worse for students than hanging around twiddling their thumbs while waiting for their teacher to adjust the technology. Avoid faffing around and unnecessary waiting by having websites and links to other digital resources open before the class and switching windows. If you do need time to do something, then plan your lesson so students are doing pair or groupwork while you deal with the technology.
Troubleshooting and the importance of a plan B
Sooner or later if you are a remote teacher, you will face technical difficulties. When this happens, it’s important you know basic troubleshooting and to have a plan B. What this is will depend very much on context and what the technical problem is. It could be anything from asking a student to check their microphone settings or rebooting their computer (turning it off and on again often works wonders!) to rescheduling the lesson if you find it impossible to carry out the lesson because of, for example, connectivity problems. Experience will help here, but it is helpful to have thought things through so you appear calm and decisive if you need to. A useful tip is to always have an alternative platform available to use if you have problems with one in particular, for example, as changing the tool you use often does the trick.
To finish, I wanted to have a look at Zoom virtual backgrounds
How?
How?
How?
How?
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
Let’s look at some example backgrounds and I’ll provide my answers for the questions…
If you found this useful, come along next Friday.
Graham Stanley, LTSIG newsletter editor